LANGE  U18RARV  or  EDUCATION 

UNIVERSITY  OF  CALIFORNIA 

BERKELEY.  CALIFORNIA. 


UC-NRLF 


EDUCATtON  DEPT. 


LANGE  LIBRARY  OF  EDUCATION 
UNIVERSITY  OF  CALIFORNIA 
•      BERKELEY.  CALIFORNIA 


GUIDE  TO  READINGS  IN   CIVIC  EDUCATIt*IlI. 

By 


Olive  Thompson 
ii 


THESIS 


Submitted  in  partial   satisfaction  of  the  requirements  for  the  degree  of 

Master  of  Arts 

in 

Education 

in     the 

GliADuATE  DIVISION 

of     the 

UKIVERSITY  OF  CALIIDRNIA 
mX    1922 


Approved 

Deposited  in  the  University  Library 


d'.f.'..UAy.<v^. 

Instructor   iji  charge 


Date  Librarian, 


•.  :  •  r  •.  .•' 


eOUCATION  DEPT. 


fSO«»BFT) 


A   GUIDE  TO   READINGS  IN   CIVIC    EDUCATION. 


Olive  Thompson. 


676626 


PREFACE 

Since  oltlsenshlp  comprises  meiabershlp  In  group  life« 
civic  education  is  the  preparation  of  Individuals  for  ef- 
ficient participation  Ir  group  life.   Co-operation  in  small 
and  large  groups  is  an  Inevitable  factor  in  modern  social 
life«  ttierefore  the  development  of  knowledge ^  habits,  abilities 
and  ideals  for  associated  living  is  very  significant  for  a 
democi^atio  society.   Professor  Sneddon  makes  the  folloivlng 
statement  in  his  Sociological  determination  of  objectives 
in  eduoatiom 

"The  making  of  good  citisens  in  the  broa!est  sense, 
that  is,  of  adults  who  will  contribute  to  the  harmony  and 
co-operation  needed  within  the  social  group,  out  of  plastic 
childhood  with  'ts  individualistic  and  'small  group*  in- 
stincts, has  been  a  task  to  which  societies  appear  to  have 
adlressed  themselves  since  the  beginnings  of  organized 
human  life  on  earth.  Education  for  citizenship  is  simply 
one  phase  of  the  complex  process  of  social  control.   Prep- 
aration for  citizenship  has  generally  taken  place  in  ways 
unperceived  by  the  learner,  and  doubtless  often,  too,  in 
ways  only  partially  understood  by  the  teacher — as  parent, 
elder,  chief,  master  worker,  priest,  or  lawgiver;  for  It 
is  certain  that  the  customs,  dogmas,  traditions,  institu- 


11 


tlons^  and  Ideals  evolved  to  perpetuate  social  control'^ 
have  a  potency  at  any  crlvon  time  far  beyond  that  which 
can  be  perceived  and  comprehended  by  any  individual. 

"But  the  old  ways  of  fitting  for  oltlzonshlp  are 
not  sufficient  for  the  modem  world.  The  citizen  of  a 
t;»entleth  century  democracy  has  responsibilities  that  are 
both  fljreater  and  different  from  those  borne  by  his  fore- 
fathers.  It  senms  very  probable.  Indeed,  that  the  spread 
of  aspirations  for  democracy,  accompanied  by  general  social 
demands  for,  and  approval  of,  freedom  of  thought,  have 
rendered  of  small  service  much  of  the  old  machinery  of 
social  control,  and  have  laid  upon  us  the  need  of  Inventing 
and  applying  new  means  and  methods. 

"These  are  the  considerations  which  point  to  the  urgent 
need,  in  modem  societies,  of  new  and  more  purposeful 
methods  of  education  for  citizenship.   On  the  one  hand  we 
have  rapidly  developed  a  social  oj?der  that  is  more  com- 
plex and  delicately  adjusted  than  any  with  which  our  fore- 
fathers were  acquainted;  and,  on  the  other  hand,  we  have 
wrougjit  certain  fundamental  changes  In  social  Insist  and 
ideal,  the  effect  of  which  Is  greatly  to  lessen.  If  not 
often  to  nullify,  the  effectiveness  of  the  historic  means 
and  methods  of  social  o  sntrol  which  had  slowly  shaped 
through  scores  of  centuries.   Simultaneously  with  the 


ti 


4  ■•-<:ij* 


'?»«  emit* 


fm4 


Ill 


developQkent  of  new  necessities  and  new  demands^  we  find 
ourselves  obliged  to  *  scrap'  rauch  of  that  long  useful 
machinery,  the  motive  pownr  of  which  was  authority." 

This  '^Ide  to  readings  ir  civic  education  has  been 
prepared  to  assist  teachers  and  teachers  In  training  in 
gaining  a  conception  of  the  scope  of  civic  education.  The 
development  of  social  intelligence  is  a  prime  requisite 
for  teachers  of  civic  education  and  a  selection  of  booka> 
written  from  a  scientific  viewpoint, has  been  made  with 
that  ej|Jd  in  view.  The  divisions  do  not  represent  rigid 
olassifications  of  sub.1eot  matter  as  such,  but  afford  an 

oppor^^ity  for  the  educator  to  discover  some  of  the  rep> 

i 

resentative  works  in  the  different  fields.   Social  intel- 
ligence implies  a  well-rounded  comprehension  of  social 
forces  which  can  be  gained  only  by  a  thoiightfUl  integra- 
tion of  all  the  fundamental  elements  of  social  life.   It 
is  Uils  impoirtant  distinction  that  separates  the  scientists 
working  in  the  various  social  fields  from  the  educators 
dirawing  from  them  all  for  the  purposes  of  civic  education. 
In  tidlition  to  the  references  which  a  re  listed,  cur- 
rent magazines  will  be  found  indispensable  in  their  in- 
terpretation of  social  phenomena.  The  Nation,  the  New 
R|epubl|o«  the  Freeman,  and  the  Survey  are  excellent  lib- 
epal  weeklies.  The  American  Journal  of  Sociology,  the 


^.wfeTftwflffe  nmfi  fsits-  •sirl-tias.^-©*!)''  ytc 


iti^ftrf  BAri  oof imntshfK 


It 


Aiseriean  Political  v<?elence  Review,  the  Annals  of  the 
Aneii^oim  Academy  of  political  and  Social  Science j  the 
American  'economic  Review,  and  the  International  Journal 
of  Hthics  offer  some  of  the  best  research  In  these  par- 
ticular fields.  Tne  American  Journal  of  Psychology  and 
the  Journal  of  irducatlonal  Psychology  are  two  of  -nany 
Journals  In  psychology.   School  and  Society,  the  School 
Review,:  and  the  Elementary  School  Journal,  prepared  by 
the  University  of  Chicago^ where  scrae  of  the  best  work  in 
civic  education  is  being  done,  are  very  helpful. 

IPh^  Historical  Outlook  contains,  among  other  things, 
accounts  of  the  ccmmilttees  working  on  a  reorganisation  of 
the  social  studies;  the  committee  on  the  social  studies 
in  the  secondary  school  of  the  Katlonal  "Educational  As- 
sociation; the  recently  fwroed  National  fTouncil  of  the 
Teachers  of  the  Social  Studies  and  the  committee  on  history 
and  citizenship  of  the  American  Historical  Association. 

The  8electl<m  and  arrangement  of  the  books  are  of 
course  tentative  and  should  be  revised  constantly.   It  is 
hoped  Aerely  that  a  beginning  has  been  made  in  stakir.g  out 
the  whole  field  of  civic  education. 


t    ->*.  *i    .<*«.. 


'i'i:4f^'4«i. 


■s--mmt^-^:Jmf0iit-  wi^  "^  .•  v^-^a 


i«a    t?'i»l9liS'*  ■"•■•—■-  " 


':»!3fl' 


In  this  connection.  It  is  important  to  bear  in  mind 
that  the  books  have  been  selected  for  the  education  of 
teachers  and  teachers  in  training,  consequently  the  special- 
ists in  the  different  fields  will  find  ntmerous  omissions, 
consciously  made.   Many  of  the  older  authorities  consider- 
ed as  classic  have  been  omitted  for  this  reason.   In  con- 

t 
sideration  of  political  inaj-tutlons,  in  particular,  clas- 
sical works,  familiar  to  scholars,  are  of  little  value  to 
teachers  who  have  need  of  the  most  modem  scientific  studies 
of  the  nature  of  government.   It  is  this  more  recent  l»e- 
search  that  throws  the  most  light  upon  social  phenomcfia  if 
we  are  making  progress  in  understanding  ourselves.  The 
scientific  evolutionary  viewpoint  particularly  as  it  is 
now  developing  in  the  field  of  social  psychology  makes  nej» 
Interpretations  inevitable,  and  this  newer  dynamic  concep- 
tion rather  than  the  historical  conception  must  result  from 
training  in  civic  education.   Thus  civic  education  first  and 
foremost  should  provide  for  every  teacher  social  intelli- 
gence regarding  modem  society. 


91    si 


.-■•jrfnB 


▼I 


A  GUIDE  TO  READINGS  IN  CIVIC  EDUCATIOS. 
Table  of  Contents. 

I.   Society. 

1.  social  Institutions. 

2.  Social  psychology. 

3.  Social  progress. 

4.  Social  ethics. 

5.  Social  problems. 

II.      Oovemnient. 


Hature  of  government. 

Nature  of  democracy. 

Function  and  stinicture  of  American  democracy. 


ITT.     "^ucatlon. 


®  1.   Principles  of  education. 
X^  2.   Modem  practice  in  education. 
tT)   S.   Objectives  of  civic  education. 


-f -^ 


.1 


PART  I.   SOCIETY. 

1.   Social  Inatltutlor.8. 

(jl  /  Ward 4  Lester  Frank.   Pure  sociology ^  a  treatise  on  thQ.. 
origin  and  spontaneous  development  of  aov'.eXy.     Lev 
York,  t!aomlllan«  1905. 

••.i.  ••  •.- 
The  first  part  of  the  book  In  which  the  nature 
and  the  function  of  sociology  arc  analyzed  is  a  very 
valtiable  irxtro'i- "*  *  -  .   The  book  as  a  whole  Is  a 
nonuf^ntal  mast        ani  deserves  deep  study  by  the 
stuliinta  of  t.   '^ard  is  acknowledged  to  be 

t  p  first  le»  .  :  i   Tierlcan  sociologist,  a  genuine 
creative  genius  In  the  field  of  social  science. 

^  ^  Olddings,  Pi?anklin.   Studies  in  the  theory  of  human  society. 
Hew  vork,  >*acmillan,  1922. 

i'rofosaor  Oidilrgs  is  well-known  for  his  contri- 
butions to  sociolofl^y.   This  latest  volume  ir  some 
rospects  is  a  summary  of  his  conceptions  as  they  have 
developed. 

A^^Ross,  Edward  Alsworth.   P'oiLndatlons  of  sociology.  Hew 
York,  Macmlllan,  1910. 

A  good  approach  to  sociology  by  one  of  the  lead- 
ing American  writers  in  this  field.   ?uch  chapters 
as  The  scope  and  task  of  sociology,  social  laws.  The 
■Ob  mlrd.  Properties  of  group-units,  r^oclal  forces. 
Factors  of  social  change.  The  value  and  x*ank  of  the 
American  people  suggest  the  actual  treatment  of  the 
subject  matter. 

^Ij- ROBS,   Bdward  /.Isworth.   Principles  of  sociology.   New  York, 
^       Century,  1920. 

/|  ^  Cooley,  Charles  Horton.   Social  organization,  a  stuiy  of 
^  the  larger  mind,   hew  York,  n.  Scribner's  sons,  1909. 

This  book  is  of  great  value  in  unierstaniing 
group  associations  as  a  factor  in  democratic  life. 
The  primary  aspects  of  organization  and  communication 


ere  enelyzed  in  lea'ling  up  to  a  etudy  of  the  denoore* 
tic  mlnd«  which  is  a  particularly  significant  study. 
Such  elements  as  tho  ^largemont  of  consciousness ^ 
The  theory  of  public  opinion «  What  the  masses  con- 
tributor democracy  and!  crowd  excitement  and  ^^emocraoy 
and  distinction  aro  discussed.   The  renaining  divisions 
of  the  book  are  devoted  to  social  classes  and  institu- 
tions. 

^  C  Cooley«  Charles  Horton.   Social  Process.   New  York,  f. 
Soribner*s  sons«  191B. 

/)  *?  tilliams^  James  Mickel.  Foundations  of  social  scienoe«  an 
analysis  of  their  psychological  aspects.   Kew  York^ 
A.  A.  Knopfs  1920. 

The  first  of  a  series  of  six  volusies  which  are 
ab>ut  to  be  publishei.  They  are  studies  of  different 
branches  of  human  activity  unified  to  the  essential 
•  prinoiple  of  the  soi^ide  of  human  nature. 

A  J  Kacivor,  Robert  Morrison,  "oamunity,  a  sociological  study« 
being  an  attempt  to  set  out  the  nature  and  fundamental 
laws  of  social  life.   Lor»ionj  Macmillan«  1917. 

A  suggestiTe  study  whieh  is  an  attempt  to  depart 
from  methods  and  formulae  of  both  physical  and  biolog- 
ical science  in  the  observation  and  interpretation  of 
social  phenomena. 

A  ^  Williams «  James  liickel.  An  American  town;  a  sociological 
study.  Kew  York«  J.  Kssipster  Printing  Co.«  1906. 

This  monograph  is  a  study  of  a  real  American  town 
from  personal  observation  and  association.  The  author 
treats  of  the  social  development  of  the  town  fx>om  its 
settlement  up  to  1375  and  then  froa  1875-1900.  He 
analyzes  the  economic  and  social  life  and  shows  their 
relation  to  politic  activity.   In  the  second  period, 
particularly «  he  discusses  social  forces  and  social 
welfare. 


A  |5  Ooldenveiser^  Alexander  A.   Early  clvillzationj  an  Intro- 
^       duction  to  anthropology.   Now  York,  A.  A.  Knopf,  1922. 

Announced  for  publication  soon. 

fit  j]   Siuaner,   William  Oraham,  Folkways;  a  study  of  the  sociolog- 
ioal  importance  of  usages,  manners,  custCMaa,  mores, 
and  morals.   Boston,  Ginn  &  Co.,  1907. 

.  i^  Fraser,  James  Oeorge.   Psyche's  task,  a  discourse  'joacem- 

^    Ing  the  influence  of  superstition  on  the  growth  of 

institutions.   London,  llaoalllan,  1909. 

/])3Lowle,  Robert  Harry.   PriaitWe  society.   New  York,  Boni 
^       &  Llveright,  1920. 

An  introduction  to  primitive  social  organisation, 
designed  particularly  to  be  a  general  guide.  The 
author  deals  "with  tho  ^jroups  into  which  society  is 
divided^  the  functions  of  these  groups,  their  ositual 
relations,  and  the  factors  determining  their  growth". 

a  jtfBoas,  Frans.   tlind  of  primitive  man.  Sew  York,  Uacmillan, 
**•  '      1911. 

A  remarkable  study  by  one  of  the  leading  anthro- 
pologists in  the  United  States.   Professor  Boas 
analyzes  racial  prejudices,  shows  the  influence  of 
environment  and  of  heredity  upon  human  types  with  the 
view  of  analyzing  the  mental  traits  of  primitive  man 
and  of  civilized  man.   <!e  considers  race  and  language 
unreliable  evidences  of  oultux*al  ievelop-nent.   He 
traces  the  universality  of  cultural  traits  to  the 
FAmeness  of  elementary  ideas,  and  therefore  <!uestions 
the  too  general  implications  of  the  evolutionary  view- 
point.  The  book  closes  with  a  discussion  of  some 
traits  of  primitive  culture  to  illustrate  this  theory. 

i]^  f  ebster,  Hutton.   Primitive  secret  societies;  a  study  in 
early  politics  and  religion.   New  York,  liacmillact, 
1901. 

The  author  attempts  to  show  the  nature  and  function 
of  primitive  secret  societies  as  the  means  of  control 
W!ilch  the  primitive  groups  used  in  initiating  their 
members  into  adult  society.   They  illustrate  admirably 
the  extensive  sMinner  in  which  primitive  people  relied 


d 


upon  stlnulating  the  emotions  as  the  safest  and  surest 
aethoi  of  fixing  proper  standards  of  behavior  for 
group  life.   Such  a  study  is  very  significant  in  the 
contrast  it  prosenta  to  modem  -riethods  of  civic  educa- 
tion ahore  emotional  stimuli  are  too  often  neglected 
in  training  adolescents  for  sodem  society. 


Q  jli,  Park«  Robert  Exra  and  mrgess«  Timest  w.  An  Introduction 

to  the  science  of  sociology.   Chicago*  Univ.  of  Chicago 
press «  1921. 

This  book  achieves  a  aorthy  purpose  in  a  truly 
remarkable  manner.  A  collection  of  excerpts  proper-  .^ 
ly  adapted  from  the  leadirg  sociological  thinkers  are 
made  into  an  organic  whole  through  an  excellent  clas- 
sification of  subject  matter.  The  first  chapter  is 
a  splendid  original  contribution  entitled  Sociology 
and  the  social  sciences.  Each  of  the  following  chapters 
falls  naturally  into  four  parts:   introduction*  mater- 
ials* investigations  and  probleris*  and  bibliography. 
J    The  scope  of  the  work  la  therefore  vast  in  extents 
and  Inestimable  in  value. 

Q  /</  Blaokmar*  Frank  Wilson  and  OIUIb*  John  Lea  is.  Outlines 
^  (      of  sociology.  TJew  York,  llaomillan*  1316. 

"Pairt  I  defines  the  subjects  snd  points  out  the 
prsctioal  purpose  of  Its  study;  Part  II  outlines  the 
vmy  in  which  some  of  the  more  important  social  ideas 
and  institutions  have  oome  to  be  what  they  are;  Part 
III  and  Part  IV  att^spt  to  present  an  analysis  of 
society  from  the  genetic  point  of  view*  the  former 
from  the  standpoint  of  the  working  of  unconacloua 
foroes*  the  latter  with  reference  to  the  part  play- 
ed by  social  ideals  in  social  development;  FartV 
deals  with  social  pathology*  a  phase  of  social  life 
which  cannot  well  be  omitted  if  the  student  is  to  be 
given  an  adequate  conception  of  the  natux^  of  society; 
Part  VI  is  an  attempt  to  vitalise  the  study  of  soo- 
iology  by  givir.g  the  student  an  opportunity  to  make 
a  first  hand  study  of  society  and  to  supply  a  few 
simple  principles  to  guide  him  in  making  euch  a  atudy; 
Part  VII  rounds  out  the  beginner's  conception  of  the 
subject  by  briefly  setting  forth  the  essential  dif- 
ferences between  social  philosoj^y  and  social  science 


In  the  endeavor  to  give  the  student  a  clear  concep- 
tion of  the  nature  of  social  science  and  an  acquaint- 
ance with  the  names  of  those  who  have  had  a  part  in 
its  creation." 

The  book  is  designed  for  textbook  use  and  has  ex- 
cellent references  and  questions  at  the  close  of  each 
chapter. 

/7,/i4  Oillette,  John  Morris.   Sociology.   Chicago,  A.  C.  IteOlurg* 
"^  1316. 


a/f 


This  little  book  is  highly  reeoomwided  as  perhaps 
the  best  brief  Introduction  to  tne  study  of  sociology. 
It  is  written  by  a  laan  woll-known  in  the  field «  so  its 
simplicity  is  not  gained  at  the  expense  of  authority. 
It  affords  the  student  beginning  sociology  an  oppor- 
tunity to  become  familiar  with  sociological  t^irms  and 
the  classification  of  social  phen(»aena.   There  is  an 
excellent  list  of  references  for  further  reading. 

Bogardus^  ^^mory  Stephen.   A  history  of  social  thought.   Los 
Angeles^  Univ.  of  So.  Cal.  press,  1922. 

The  contents  of  this  volume  arc  divided  into 
twenty-eight  chapters  beginning  with  two  on  the  nature 
of  social  thou;?ht  and  Farlieat  social  thought,  r«T!Gly 
that  of  undeveloped  primitive  people,  ani  concluding 
with  discussions  of  contemporary  Methods  of  sociolog- 
ical investigation  and  measures  for  The  dissemination 
of  sociological  thought. 


2.   social  Payohology. 

.Si  ^  Dou^ll*  William.  An   Irtroduotlon  to  social  psychology. 
Boston^  John  N.  Luoe  ac  Co.«  1907. 

'  Already  In  Its  fourtoenth  edition  this  book  has 
exerted  a  tremendous  Influence.   It  is  dlvldei  Into 
t»o  parts >  The  niental  characters  of  man  of  primary 
for  his  life  In  society  and  The  operation  of  the  pri- 
mary tendencies  of  the  human  mind  in  the  life  of 
societies.   ^=>BOtlon  is  considered  the  affective  aspect 
of  Instinctive  process.   There  is  a  full  discussion 
of  the  principal  instincts  and  the  primary  emotions ^ 
the  nature  of  sentiments  and  the  constitution  of  aamm 
of  the  complex  «^otlona«  azid  the  manner  in  which  they 
operate  in  human  society,   fc  r»ougall  falls  to  recog- 
nize a  definite  social  motive.   According  to  his 
theory  society  is  not  considered  an  Interesting  activ- 
ity fron  the  standpoint  of  the  individual. 

f^  1  Mo  r^ougall,  William.   The  group  mind«  a  sketch  of  the  prin- 
ciples of  collective  psychology^  ^ith  some  attempt  to 
apply  them  to  the  interpretation  of  ziational  life  and 
character.   He*  York«  Putnam's  sons^  1920. 

This  is  the  latest  contribution  of  the  author  who 
is  well-known  in  the  field  of  social  psychology.  The 
general  principles  of  collective  psychology  stress 
tae  function  and  value  of  group  organization  and  these 
are  then  applied  to  the  national  mind  and  character. 
The  study  of  nationhood  is  essentially  the  work  of 
group  psychology  and  hence  the  aiind  of  a  nation  is 
exanined.   The  last  part  of  the  book  shows  the  develop* 
ment  of  national  mind  and  character  along  the  lines 
of  improved  Intellectual  and  moral  traditions  and  fav- 
orable social  organization  from  trie  race -making  period 
to  the  present  time.  That  the  group  spirit  is  the 
main  ag-^nt  of  further  progress  is  the  conclusion  of 
the  author. 

/?)3  Ross«  Fdward  Alsworth.   Social  control;  a  survey  of  the 

foundations  of  order.   Now  York,  Macraillan,  1901;  1916. 

Vae   purpose  in  the  author's  own  words  is  "to 
separate  the  individual's  contribution  to  social  order 
fr<»i  that  of  society  and  to  bring  to  light  everything 
that  is  contained  in  this  social  contribution".   The 


three  parts  are  oonoemed  «lth  Thfi  grounds  of  oontrol. 
The  Tieans  of  control  and  The  system  of  control.  There 
are  excellent  chapters  on  Sympathy^  Sociability «  the 
sense  of  Justice^  Public  opinion^  Law  ani  >las8  control 
which  are  directly  related  to  problems  of  civic  eduoa- 
tior . 

f^tf  Cooley^  Charles  Horton.   Buman  nature  and  the  social  ordsr. 
lew  York,  C.  Sorlbner  s  sons,  1902. 

Professor  Oooley,  one  of  our  leading  Awsrloan 
sociologists,  considers  society  and  the  individual 
as  aspects  of  the  same  thing,  not  as  two  things  in  op^ 
position  to  each  other.   He  therefore  sees  society  as 
as  it  exists  in  the  social  nature  of  man.   He  shows 
the  relation  between  sociability  and  personal  ideas 
and  analyses  rather  fully  the  social  Lelf.   Hostility, 
asulation,  leadership  are  discussed  as  factors  of  the 
social  self  with  concluding  chapters  on  The  social 
aspect  of  conscience.  Personal  degeneracy  and  Froedois. 

V^xIb   work  has  been  followei  by  oth^^r  studies  by 
t'rofessor  Cooley,  all  of  which  havp  a  significant 
place  in  the  field  of  sooial  seience*  as  it  is  taking 
form  at  present. 

6^  Williams,  James  Uiokel.   Principles  of  social  psychology. 
lew  Yoirk,  A.  A.  Knopf,  1922. 

Announced  for  publioation  soon. 

(^^  RO«s«  Edward  Alsworth.   Social  psychology;  i9Ln  outline  and 
source  book,  fiew  York,  Maoalllan,  1916. 

This  book  has  reached  a  wide  circle  of  readers 
throu^  its  original  treatT^^nt  and  its  concrote  ap- 
plication of  theory  to  affairs  of  every  day  life. 
The  social  aspects  of  crowds,  the  nature  of  convention- 
ality  and  of  custom  as  they  are  related  to  sooial  or- 
ganization are  th<^  main  lines  of  dovelopment.   Faoh 
chapter  Is  followed  by  a  summary  and  a  scries  of 
practical  questions. 

1^7  ^Iwood,  Charles  Abraham.   Introduction  to  social  psychology. 
Mew  York,  0.  Appleton,  1917. 

It  is  the  contention  of  this  book  that  a  knowledge 
of  sooial  psycholoflQT  and  sociology  lead  to  explanation 


8 


of  the  nature  of  society  on  psychological  grounds. 
TJature  of  social  unity.  Nature  of  social  continuity. 
Social  change.  Factors  in  social  life,  Social  order 
and  Social  jprogress  form  the  leading  parts  of  the 
book. 

f^%  Bogardus,  ^^Mory  Stephen.   !i;s8ential8  of  social  psychology. 
Loa  Angeles,  Univ.  So.  Cal.  press,  1320. 

ttols  is  an  important  textbook  in  a  new  field. 
The  treatment  Is  scientific  and  clear  and  lll<ewi8e 
interesting.   Professor  Bogardus  considers  The  psycho- 
logical bases  of  aoclal  psvcholosy;  The  social  person- 
ality; Suggestion-Imitation  phenomena;  Invention  and 
leadership;  Hature  of  erovds;  aroup  confllcCs;  aroup 
loyalties;  Oroup  control;  Social  change  and  progress. 
A   good  bibliography  accompanies  the  text. 

(^1^    Dewey,  Johr..   Human  nature  ani  conduct;  an  introduction  to 
social  psychology,   i.em  York,  Henry  Holt  Ar  Co.,  1922. 

The  place  of  habit  in  conduct.  The  place  of  im- 
pulse in  conduct.  The  place  of  intelligence  in  con- 
duct and  a  "Conclusion  form  the  four  main  divisions 
of  this  new  book.   Pisjfessor '"^ewey  states  "the  book 
seriously  sets  forth  a  b'lillef  that  habit  combines 
in  Itself  biological  factors  and  social  conditions, 
and  that  an  understanding  of  habit  and  of  different 
types  of  habit  is  the  key  to  social  psychology.   The 
operation  of  impulse  and  Intelligence  gives  the  key 
to  individualized  mental  activity.   But  the  proposi- 
tion set  forth  Is  that  they  are  seoondary  to  habit, 
so  that  the  individual  mind  can  be  understood  in  the 
concrete  only  as  a  system  of  beliefs,  desires  and 
purposes  which  are  formed  in  the  Interaction  of 
biological  aptitudes  with  environment." 

(b/^'Rdman,  Irwin.   Human  traits  and  their  social  significance. 
Boston,  Houghton  Mifflin,  1920. 

"This  book  -.las  written,  originally  and  primarily, 
for  use  in  a  course  entitled  "Introduction  to  Con- 
temporary civilization",  required  of  all  Freshmen  in 
Columbia  College.   It  is  an  attempt  to  give  a  bird's 
eye  view  of  the  processes  of  huraam  nature,  from  man's 
simple  inborn  impulses  and  needs  to  tae  most  cMiplete 
fulfilment  of  these  in  the  deliberate  activities  of 


9 


religion,  art,  science,  and  morals.   It  is  hoped  that 
the  book  may  give  to  the  student  and  general  reader  a 
knowledge  of  the  fundamentals  of  human  nature  ani  a 
sense  of  the  possibilities  and  limits  these  give  to 
h\^man  enterprise.  " 


All  Wallas,  Graham.   The  great  society;  a  psychological  analysis. 
Hew  York,  Macmillan,  1917. 

Part  I  deals  with  the  Psychological  factors  in 
the  great  society  and  Part  II  with  the  Organization 
of  thought,  the  Organization  of  will  and  the  Organiza- 
tion of  happiness  on  the  basis  of  these  psychological 
factors. 

i^jl   Pollett,  Mary  Parkor.   The  new  state;  group  organization 

the  solution  of  popular  government.   New  York,  Longmans 
Oreen,  1918. 

The  application  of  the  new  psychology  to  group 
organization. 

A /^  Trotter,  W.   Instincts  of  the  herd  in  peace  and  war.   New 
York,  Macmillan,  1915. 

This  is  an  analysis  of  the  gregarious  instinct 
of  man,  and  its  biological  and  sociological  signifi- 
cance.  The  author  draws  upon  the  events  aroung  1915 
to  substantiate  his  thesis  and  illustrate  principles 
underlying  the  operation  of  the  herd  instinct.   The 
book  is  very  stimulating  and  suggestive. 

p/if  Martin,  "Everett  ^effa*     Behavior  of  crowds;  a  psychological 
study.   New  iork.  Harpers,  1920. 

A  very  stimulating  analysis  of  the  behavior  of 
crowds  from  the  psycho-analytic  viewpoint.   The  author 
has  had  extensive  experience  in  studyl rg  crowds,  as 
he  is  director  of  the  Cooper  Union  Forum  of  the  People's 
Institute  of  New  York.   His  conclusions  lead  him,  how- 
ever, to  see  only  the  evils  of  crowd  associations,  al- 
though crowds  sometimes  manifest  noble  sentiments. 
The  book  is  exceedingly  Interosting  and  has  significance 
for  education  "as  a  possible  cure  for  crowd  thinking". 


10 


R  jr  Plll»bury*  Walter  Bowers.   Psychology  of  nationality  and 
intomatlonallsm.   Ken  York,  n.  Appleton>  1919. 

According  to  the  author* a  preface,  "the  position 
taken  appears  to  be  a  compromise  between  the  position 
of  Mc  T>ougall,  with  his  great  1  sistence  on  immediate 
instinct  and  that  taken  by  Trott^^r  who  finds  all  social 
phenomena  explained  by  tiie  fear  of  the  individual  for 
the  social  whole  with  the  consequent  dominance  of  con- 
vention.  I  have  shown  that  the  social  responses  are 
in  part  due  to  each  of  these  forces." 

some  of  the  ohai  ters  are  entitled  the  Problem  of 
nationality,  the  Kation  as  a  psychological  unit.  Hate 
as  a  social  force,  tae  Kation  and  aK>b  oonsciousness, 
the  National  mind  and  how  it  thinks,  feels  and  acts, 
Sationality  anJ  the  state,  and  I-iationallty  ani  super- 
nationality  as  expressed  in  a  League  of  Nations.  The 
author  feels  there  is  no  element  in  the  psychology  of 
nationality  that  will  interfere  with  the  formation  of 
en  international  society. 

15/^  Persons,  ^isie  Clews.   Social  freedom;  a  study  of  conflicts 
between  social  classification  and  personality.   Kew 
York,  0.  P.  Putnam's  sons,  1915. 

This  little  book  is  very  suggestive  in  showing 
how  social  classifications  such  as  age,  sex,  kin, 
caste,  peace  fellowship,  and  friendship  interfere 
with  the  expression  of  personality.   "Rie  writer  Is 
well-known  for  her  studies  in  sociology  and  anthro- 
pology, hence  her  conclusions  have  a  scientific  bear- 
ing. 

^;9  Parsons,  Flsie  '^lews.   Social  rule;  a  study  of  the  will  to 
'      power.   New  York,  0.  P.  Putnam's  sons,  1916. 

Here  the  author  att^spts  to  explain  the  satis- 
faction which  the  personality  gains  from  the  social 
classifications,  and  11  ewise  to  indicate  the  very 
wide  range  and  far  reaching  influence  of  social  clas- 
sifications upon  the  personality.   The  book  is  very 
significant  in  its  study  of  the  social  rule  to  which 
all  persons  are  more  or  less  subservient. 


11 


A/gWoodwOFth>  Robert  Sesalons.   riynamle  psychology.   fie«  York^ 
'        ColvLnbla  Univ.  press «  1918. 

Tbis  is  an  excellent  introduction  to  the  whole 
field  of  psychology  as  it  is  boir.a;  irvestlgated  at 
the  present  time.   A  chapter  on  ^rive  and  mechanisai 
in  social  behavior  has  particular  social  significance. 
Professor  foodworth  diff^^rs  from  Professor  "c  ^ou^ll 
in  believing  that  social  motive  is  inherent  in  social 
activity. 


12 


3*  Social  Profflrees. 

(^t   ffaz^Ij  Lester  Frank.  Dynamic  sociology  or  applied  science. 
Ke»  York:«  D.  Appleton«  1897. 

Sugg«^8t8  in  a  nasterly  way  ho«  progress  in  human 
happiness  can  bo  achievei.  One  of  the  greatest  educa- 
tional books  ever  written. 

^2^ lard*  Lester  Frank.  Psychic  factors  of  civilization. 
Boston J  Oinn  &  Co.,  1893;  1906. 

A  scholarly  work  which  deals  with  the  nature  of 
the  social  forces  and  the  mode  of  controlling  them. 
The  feelings  taken  collectively  are  Uie  social  forces « 
whereas  the  intollect  proper  constitutes  the  directive 
element  of  society  and  the  only  means  by  which  the 
social  forces  can  be  controllei.  Ward  sees  eventually 
a  sociocracy  taking  the  place  of  an  Individual  democ- 
racy. 

(J.'S  Thapin,  Francis  Ptuart.  An  introduction  to  the  study  of 

social  evolution.  The  prehistoric  period.  New  York, 
Century,  1913. 

(^ii   Hobhouse,  Leonax*d  Trel&vnoy-  Morals  in  evolution.  Kew 
York,  Henry  Holt,  1915. 

"Purpose  is  to  approach  the  theory  of  social  evolu- 
tion through  a  comparative  study  of  rules  of  conduct 
and  ideals  of  life.  The  author  formulates  the  criteria 
by  a  study  of  modem  conditions  and  then  seeks  basis 
of  social  relations  ii:  the  past  to  show  the  trend  of 
development  of  ethics." 

C ^TKPopotkin,  P.  Mutual  aid  a  factor  of  evolution.  London, 
W.  Heinemann,  1902. 

In  this  book  the  author  pr^^sents  the  Important 
view  that  in  the  struggle  for  life  and  the  px^gres- 
sive  evolution  >f  the  species  the  law  of  Mutual  Aid 
is  of  far  greater  importance  than  the  law  of  Mutual 
Contest.   He  proves  by  a  rich  array  of  facts  taken 
from  the  life  of  aninals  and  the  evolution  of  human 
society,  that  progress,  biological  and  social,  is 
boat  fostered,  not  by  brute  force  or  cunnirg,  but  by 
practice  of  mutual  cooperation  and  support. 


13 


d^    BargBBBt    %mest  Watson.   Function  of  soelallxatlon  Ir  sooial 
evolution.  Chicago^  Univ.  of  Chicago  press,  1916. 

"Tbesls  of  this  essay  Is  that  socialisation «  rather 
than  either  geography,  or  heredity  is  the  dominant  fac- 
tor in  social  evolution.  The  evidence  for  this  position 
Is  presented  In  the  study  of  the  factors  Involved  In 
discovery  and  Invention,  In  social  pzH>gress  and  In  per- 
sonal dsvelopnent." 

^"7   Sldd,  BenjSMln.  Social  evolution.  He«  Yorlc^  Vsenlllan, 
1915. 

The  conditions  of  human  progress  are  analyzed  to 
show  there  Is  no  rational  sanction  for  the  conditions 
of  progress.  According  to  Kldi  the  evolution  which 
Is  slowly  proceeding  In  human  society  la  not  primarily 
Intellectual  but  religious  In  character,  with  there- 
fore a  basis  In  emotion  rather  than  In  Intellect. 

H,  ^   Gooley,  Charles  Horton.   Social  process.   Hew  York,  C. 
Scrlbner's  sons,  1918. 

The  organic  view  of  the  process  of  human  life. 
Personal  asreots  of  social  process,  Regeneration, 
Social  factors  In  biological  survival,  Oroup  conflict. 
Valuation,  Intelligent  process  Indicate  the  nature  of 
this  analysis  of  the  social  process. 

■  I^ij   Todd,  Arthur  James.   Theories  of  social  progress,  a  critical 
study  of  the  attempts  to  formulate  the  conditions  of 
tauoMn  advance.   Mew  York,  ?^acmlllan,  1919. 

One  of  the  best  books  In  this  field.  This  Is  an 
excellent  appeal  to  objective  fact  to  determine  the  . 
concept  unl  criteria  of  progress  In  human  society. 
With  this  as  a  basis  the  author  examines  the  material- 
istic, the  biological,  the  Institutional,  and  Ideo- 
logical prophftts  of  progress.   The  last  part  of  the 
book  contains  some  eiuoatlonal  Implications  of  social 
progress.  The  volu-ie  Is  well  supplied  with  very  good 
bibliographies  which  mak«  UniTVOtume^  a  valuable  on^  / 

d/o  Bury,  John  Bagnell.   Idea  of  progress;  an  inquiry  Into  its 
origin  and  growth.   London,  Uaomillan,  1920. 


I 


14 


(j^H   Robinson^  James  Harvey.   The  mind  In  the  making;  the  rela- 
tion of  Intelllgenoo  to  social  reform.  Bew  York, 
Harpers,  1921. 

{*,/2.T>ewey,  John.   Recoratructlon  In  philosophy,  lev  York, 
genry  Holt,  1920. 

This  book  la  the  outcome  of  a  series  of  lectures 
delivered  at  the  Imperial  University  of  Japan  in  Tokyo 
in  1920.   They  aim  "to  exhibit  the  general  contrasts 
between  older  and  newer  types  of  philosophic  px*obleflM 
rather  than  to  make  a  partisan  plea  In  behalf  of  any 
one  specific  solution  of  these  problems".   The  Influ- 
ence of  science  upon  cliangin^  conceptions  is  stressed 
to  show  '*the  foz*ce8  whloh  make  intellectual  reconstruct 
tion  inevitable  and  to  prefigure  som^-^  of  the  lines 
upon  which  it  must  proceed.'  In  conclusion  there  is 
an  analysis  of  rooonstruotlon  as  affecting  social  phil- 
osophy. . 

^73 Millwood,  Charles  Abram.   rocial  problem;  a  constructive 
analysis.   Kew  York,  Macmlllan,  1916. 

"The  purpose  of  this  little  book  is  to  furnish 
a  brief  analysis  of  the  social  problem  in  Western  civ- 
ilization and  to  outline  a  scientific  social  philoso- 
phy »hich  shall  serve  as  a  basis  for  a  well-balanced 
progress.   The  present  crisis  in  our  civilization 
calls  for  a  reconstruction  of  our  social  philoso{^y; 
for  we  cannot  buili  anew  the  structure  of  Western 
society  upon  the  inadeouate  lM8«a  of  eit^teenth  and 
nineteenth  century  thought.  The  alij  of  the  book  is 
to  Indicate  the  direction  which  our  social  thinking 
■ust  take  If  we  are  to  avoid  revolution  on  the  one 
hani,  ani  reaction  on  the  other,   Tt  aims,  Ir  other 
words,  to  furnish  a  8clentl''lc  basis  for  the  progres- 
sive social  movem'^nt." 


d/f 


k 


Hobson,  John  Atkinson.   Social  problem;  life  and  work. 
London,  J.  Besbet  CO.,  1902. 

"•nils  volume  is  designed  to  be  an  informal  intro- 
duction to  the  science  aiad  art  of  social  progress. 
....The  subject  matter  is  approaches  first  fro^  the 
economic  side  because  the  most  pressing  aspects  of  the 
problem  are  more  clearly  seen  ani  more  definitely  in- 
dicated in  their  econo-nlo  bearing.   The  social  problem 


15 


is  thus  first  presented  as  an  economy  of  social 
forces  operating  upon  the  industrial  plane. 

'Rmu^  no  rigid  foraulae  of  uniTersal  appli- 
cation are  protended >  certainly  primary  lavs  of 
social  growth  are  di8comei>  which  when  applied 
to  the  formidable  issues  of  right  economic  distribu- 
tion, population,  public  indu8ti*y«  imperial  expansion, 
etc.  yield  convincing  and  inti!lligible  tests  of 
social  utility  and  present  that  unity  of  conception 
which  is  recognized  as  essential  by  all  who  accept 
the  view  of  society  as  an  organism  or  an  organization." 

Ij^  Fre«aan,  R.  Austin,   social  decay  and  regeneration. 
Boston >  Houghton  Vifflin^  1921. 

(t/^  Kidd>  Benjamin.   Science  of  power.   Ii««  York«  1.  P.  Putnam's 
sons^  1913. 

"Mr.  Kldd  trusted  in  belief  and  in  instinct.   He 
distrusted  reason  as  a  social  force  and  doubted  the 
efficacy  of  knowleiga  as  a  political  influence- 
Power  in  civilization,  he  insists,  is  found  in  •»>- 
tion  rather  than  in  the  intellect.  **  From  the  prefaoe 
by  Franklin  H.  biddings. 

Q,n  Adams «  Ilezxry.  The  degradation  of  the  democratic  do^u. 
'      Bew  York«  »aomillan«  1919. 

A  masterly  thesis  which  employs  an  extensive 
knowledge  of  8oi^'nce  to  show  the  negation  of  social 
progress  in  present  human  history.  In  the  author's 
opinion  there  is  no  ground  in  history  or  physical 
science  for  the  doctrine  of  evolution. 

i/%  Dewey,  John.   Progress.   International  Journal  of  Ethics* 
vol.  26;  311-22.  April  1916. 

dif  Bryce,  James.   War  and  human  progress.   Atlantic  Monthly, 
Vol.  118;  301-315.   Sept.,  1916. 

^5.^  Steams,  Harold  ?:. ,  editor.  Civilization  Ir.   the  United 
States.  An  inquiry  by  thirty  Americans.  Harcourt^ 
Braee,  1921. 

A  decidedly  interesting  symposium  covering  the 
entire  range  of  social  activity  at  present.   A  lengthy 
review  will  be  found  in  the  Ration,  Vol.  114;  222-27. 
Feb.  22,  1922. 


X  16 


4.   Social  ethics* 

^(     Meoklin,  John  Moffatt.   Introduction  to  social  othios;  the 
social  conscienco  in  a  democracy.   Ke«  York«  Harcourt« 
Brace,  1920. 

This  is  perhaps  the  best  book  that  has  been  pub- 
lished on  this  subject.  The  author  considers  the 
historical  and  the  psychological  factors  in  the  social 
ox*der  known  as  the  American  democracy.   Such  topics 
as  the  Problem  of  democracy.  What  is  Americanism,  the 
Social  conscience,  the  H<»e,  the  School  and  the  rocial 
conscience,  the  Fthics  of  private  property,  the  '^^hlcs 
of  business  enterprise,  and  Political  obligation  in 
Aaorican  democracy  give  a  conception  of  the  nature  of 
the  interpretation  and  its  bearing  on  oivio  education. 

^1   layes,  F^ward  Cary.   Sociology  and  ethics.  The  facts  of 

social  life  as  thd  source  of  solutions  for  the  theoret- 
ical and  practical  problems  of  ethios.   New  York, 
!?.  Appleton,  1921. 

Professor  Hayes  maintains  that  a  system  of  ethics 
shouli  develop  from  a  knowledge  of  society,  from  facts 
rather  than  from  beliefs  controlling  hiuaan  welfare. 

Xy5  :^«e7,  John  and  Tufts,  James  Heyden.   T%thlcs.   New  York, 
Henry  Holt  &  Co.,  1909;  1910. 

The  third  part  of  this  text  is  devotci  to  the 
operation  of  ethical  principles  in  the  world  of  action, 
social  organization  an  1  the  individual.  Civil  society 
and  the  political  state,  the  '^hlcs  of  the  economic 
life  are  titles  of  chapters  bearing  upon  social  ethics. 

/O'tJ  Tufts,  James  Hayden.   The  ethics  of  cooperation.   Boston, 
Houghton  Mifflin,  1918. 

The  political,  economic  and  religious  instltutlcMis 
throughout  history  appear  to  be  orgarized  first  as 
dominance,  then  as  competition  and  lastly  as  cooperation. 
The  prevailing  form  at  present  is  competition  for  per- 
sonal gain  ani  glory,   cooperation  consists  in  making 
the  common  good  the  deliberate  object  of  individual 
endeavor.   A  change  of  heart  rather  than  a  change  in 
Irstltutlons  is  necessary,  from  the  viewpoint  of  the 
author,  to  realize  the  ideal  of  cooperation. 


17 


^^  Van  We8*^P*  Hendrlkus  Boere.   Control  of  ideals;  a  contri- 
bution to  the  study  of  ethlos.   Ke«  York.   a.  A.  Knopf « 
1920. 

"The  only  way  to  outgrow  war  is  through  eduoatlon; 
and  the  problem  is  one  not  so  anioh  of  each  rtan  educat- 
ing his  neighbor  J  as  of  each  mm   educating  himself  into 
independence  of  certain  powerful  traditions  and  ideals 
that  appar>ently  make  war  inevitable.  The  crux  of  the 
situation  is  the  personal  problea  of  changing  our  at- 
titude toward  lieals.  .... 

The  book  falls  irto  three  parts:   the  first  section 
takss  up  the  origin«  nature «  and  function  of  human 
ideals;  the  later  chapters  develop  a  theory  of  the  su- 
prMM  work  of  the  individual  and  of  human  life." 

JyL   Cox«  Harold.   !?oon<Miic  liberty.   London.  Longomskns*  Oreen« 
1920. 

"Without  liberty  there  oan  be  no  enterprise,  and 
without  enterprise  there  oan  be  no  progress.   Liberty 
can  be  abused;  but  is  the  business  of  the  commurity 
to  prevent  the  abuse«  not  to  destroy  the  liberty.  The 
real  test  to  be  applied  Is  whether  the  individual  is 
injuring  others  by  the  use  he  makes  of  his  own  liberty. 
If  so^  he  must  be  restrained,   ^t  it  does  not  follow 
that  in  all  oases  the  best  form  of  restraint  is  the 
employment  of  the  State*  ....The  methods  of  the  State 
are  rot«  and  never  can  be  elastic  enough  to  deal  with 
the  ever-varying  complexities  of  social  life.  There- 
fore it  is  bettor «  wherever  possible «  to  look  to  the 
persuasive  power  of  the  individual  conscience  rather 
than  to  the  coercive  power  of  the  State." 

^7  Laski«  Harold  Joseph.  Authority  in  the  modem  state.  Hew 
Haren^  Yale  Univ.  press«  1919. 

The  point  of  view  of  Mr.  Laski  is  very  indivldual- 
iatic«  yet  ethical  in  the  broadest  seas*. 

^«  :Lall>  0.  Stanley.   Morale.  The  supreme  standard  of  life 
and  conduct.   Mew  .York«  ^.  Appleton«  1920. 

Morale  is  defined  as  "the  maximum  of  vitality, 
life  abounding^  getting  and  keeping  in  tiie  very  center 
of  the  current  of  creative  evolution;  and  minimizing, 
destroying «  or  avoiding  all  checks «  arrests  and  in- 
hibitions to  it".  The  book  discusses  the  relation  of 


18 


morale  to  all  our  modem  problems «  Including  patriot- 
ism and  war,  labor  and  profiteering,  prohibition  and 
feminism,  politics  and  religion. 

/Q"^  Hudson,  Js^  Hilliam.   The  college  and  new  America.   New 
York,  D.  Appleton,  1920. 

This  is  a  challenge  to  the  college  as  to  what 
extent  it  is  fitting  its  students  for  civic  life. 
The  author  points  out  the  defects  of  the  acaJemic 
mind  and  shows  the  reconstruction  of  purpose  that  is 
necessary  so  that  college  traired  students  may  func- 
tion more  adequately  in  society. 

J^/0  Tufts,  James  Hayden.   The  real  business  of  living.   Kew 
York,  Henry  Holt  k   Co.,  1918. 

The  main  underlying  theme  of  this  book,  intend- 
ed for  high  school  pupils,  is  a  study  of  ethical 
relations  in  business  and  government  today. 

^  Ij   Harvard  University.   A  !!Julde  to  reading  in  social  ethics 
and  allied  subjects.   Lists  of  books  an-1  articles 
selected  and  described  for  the  use  of  general  read- 
ers by  teachers  in  Harvard  University.   Cambridge, 
Mass.  ,  Harvard  University,  1910. 

■^cellent,  but  it  needs  to  be  brought  up  to 
datei. 


19 


5-   Social  Probleas. 

^  /  Robinson^  James  li&rvey.  ^e  mind  in  the  -riakliig;  the 
relation  of  Irtelligenoe  to  social  reform.  New 
York,  Harpers «  1921. 

The  K'nd  In  the  Making  shouli  be  road  by  those 
who  want  to  be  Intelligent  in  r^^gard  to  the  present 
status  of  society.   Professor  Robinson,  now  'director 
of  the  New  School  of  Social  Research  in  Hew  York 
City,  makes  an  eloquent  appeal  for  a  critical,  open- 
minded  attitude  in  llscovering  the  truth  about  social 
conduct  and  social  organization.   He  shows  in  a  mas- 
terly way  how  our  beliefs  and  prejudices  are  out- 
comes of  past  conditions — the  mind  in  the  making — 
and  how  necessary  a  scientific  spirit  is  for  the 
developsMnt  of  the  social  sciences  if  we  are  ever 
to  gain  the  truth  which  shall  make  us  free.   The 
author  possesses  a  rare  combination  of  historical 
scholarship  and  irtellectual  insight  into  modem 
society,  and  in  addition  writes  with  remarkable  clear- 
ness and  simpli-^ity.  The  book  Is  hi  ajily  recommended. 

£  2  ■'^dle,  Lionel  ^.,  editor.   Current  social  and  industrial 

foxHsea.   Introduction  by  Jamoa  Harvey  Robinson.   Her 
York,  3oni  Liveright,  1^20. 

An  excellent  symposivim  by  many  prominent  writers 
in  the  field  of  social  service.  The  boo<  is  worth 
consulting  merely  to  make  the  acquaintance  of  men  like 
Korman  Angoll,  John  ^owey,  Felix  vrankfurtor,  uarold 
J.  Laski,  John  /. •  Uobson,  iraham  Dallas,  Bertrand 
Russell^ and  Thorstein  Veblon  ani  others.  They  deal 
with  Uie  fundamertal  features  of  the  social  and 
economic  order  in  a  laethod  which  suggests  the  pathways 
of  change.   The  book  is  concerned  with  such  topics  as 
Forces  of  disturbances,  I'otentlalities  of  proiuctior, 
the  Price  system,  the  Policy  of  organized  labor,  i'ro- 
posed  plans  of  action,  and  Industrial  doctrines  in 
defense  of  the  status  quo. 

£  ^Zimand,  Savel.   Modern  social  movements:   descriptive  sum- 
"^     maries  and  bibliographies.   Kow  York,  H.  t.  ^filson, 
1321. 

One  of  the  best  books  for  studying  an  approach 
to  all  the  mode m  social  movements,  as   the  title 


> 


80 


indicates  it  is  composed  of  brief  descriptive  sua- 
maries  and  lists  of  references.   It  was  oonpiled 
in  connection  with  the  Bureau  of  Industrial  Research* 
Mew  York  City. 

c^  Blo<Mafield«  naniel«  editor.   Selected  articles  on  isodem 
industrial  novenaents.   hew  York*  H.  W.  vilaon*  1919. 

1!he  book  deals  with  the  worker's  cooperative 
vat,   syndicalism^  industrial  unionism*  scientific 
igement«  guild  socialism*  and  other  phases  of  social 
reform. 

£^  ^Binder*  Rudolph  Michael.   Major  social  problems.  Itov  York, 
Prentice  Ho 11*  1920. 

Professor  Binder's  general  standpoint  is  "that 
aim  of  society  is  the  development  of  a  free-self- 
reliant  man**.  The  major  social  problems  involve  the 
family*  eugerics*  the  development  of  women's  true 
function  in  the  social  order*  the  spirituelization 
of  work*  better  health  conditions*  the  social  func- 
tion of  religion*  the  socialization  of  business*  the 
function  of  nationalism  and  internationalism*  and  the 
reconstruction  of  education. 

£(,  '*«rd*  Kerry  Frederick.  The  Wcw  social  order:   principles 
and  programs.   New  York*  Maomillan*  1920. 

"This  book  views  the  new  order  as  a  process  of 
growth*  Kith  its  roots  in  the  paBt.   It  therefore 
discusses  the  principles  x^>v.nd  which  it  is  forming* 
and  their  attempts  to  analyze  in  th»  light  of  them 
the  main  progx*am8  for  social  change  that  have  been 
offered.   It  deals  both  with  th^  vital  forces  and 
wtth  the  form  and  structure  of  the  new  order.   It 
holds  that  certain  principles  or  ideals--they  will 
be  called  social  or  moral  or  religious  acooz*ding  to 
the  point  of  view- -which  have  developed  in  the  past 
experience  ^t   man  as  the  expression  of  both  his 
practical  needs  and  his  spiritual  aspirations  are 
now  being  consciously  accepted  by  multitudes  of 
people  ais  the  guiding  stars  of  life  and  the  working 
principles  of  a  new  social  order.** 


21 


£,y  Russell^  Bertrani.   Proposed  roads  to  freedom;  socialism^ 
anarchism^  syn'ilcallam.   Lew  York,  Henry  Holt*  1319. 

A  praiseworthy  attempt  to  analyse  the  different 
social  roforra  movemonts — the  best  practical  systen 
to  Mr.  Russell's  mind  being  guild  socialls^n. 

^<g  Vebb«  Sidney  and  Webb*  Beatrice,   '^onsurr.or's  cooperative 

■ovementi  art  up-to-date  critical  analysis.   Ke«  York* 
£x>rgmans*  1921. 


£^  Reanch*  Paul  Samuol.  "iTorld  politics  at  the  enl  of  the 
nineteenth  century;  as  influenced  by  the  oriental 
situation.   Kew  York*  !^ac»illan*  1900. 

The  author  is  well-known  for  his  Aide  experience 
and  his  scholarly  attainments.  The  book  gives  an  ex- 
cellent background  for  the  problems  of  the  Far  Bast. 

Ci-^Re««ch*  Paul  Samuol.   Secret  diplomacy:   how  far  can  It  be 
^ '"     eliminated?  Kew  York*  Harcourt,  Brace*  1922. 

C  . .  iJ.ppman*  %altur.   The  stakes  of  diplomacy,  hem   York*  Henry 
^''  Holt*  1315. 

A  disouaaion  of  the  relation  of  inperlallsm  to 

government. 

CyZAngell*  Norman.   America  and  the  new  world  state.   A  plea 
for  Anerioan  leadership  in  international  organization'. 
Saw  York*  0.  P.  i^utnam's  sons*  1915. 

^/■^■eyl*  Walter  ^viward.   American  world  policies.   Kew  York* 
■acmlllan*  1917. 

This  book  is  divided  into  three  parts*  Our  ideal- 
istic past*  the  Hoot  of  imperialism  and  Towards  econom- 
ic internationalism.   It  is  suggestive  in  showing  the 
nature  of  the  economic  forces  that  are  driving  America 
towards  international  cooperation. 

£ /a  Jordan*  ^^avid  Starr,   i^eraocracy  and  world  relations.   Yonkera- 
on-Hudson,  Kew  York*  worli  Book  Co.^  1918. 

^>r.  Jordan  is  well-known  for  his  work  In  promoting 
the  ideals  of  international  friendship  to  abolish  war 


22 


and  its  evils.  This  book  analyzes  briefly  nationallm 
and  imperialism  as  forces  which  democracy  naist  control 
if  international  organization  is  to  succeed. 

C/^^i'epla*  Leo.  What  is  national  honor'  The  challenge  of  re- 
construction. Hew   York«  Macmillan«  1918. 

The  author  maintains  that  the  sources  of  militar- 
ism are  psychological  rather  than  economic,   i-ations 
do  not  wage  war  "out  of  a  finely  calculated  economio 
heroism^  out  of  intellectual  persuasion  of  the  advan- 
tages of  war«  but  because  people  are  moved  to  irrational 
action  by  the  sentiment  of  honor." 

C/i   linotx  Jean.   Race  prejudice.   New  York«  E*  P^  Dutton«  1907. 

£^7  Stoddard,  Theodore  Lothrop.   The  rising  tide  of  color  against 
white  world  supremacy.   Kew  York«  C.  Soribner's  sons, 
1920. 

P/g  Hobaon«  John  Atkinson,   ^mooiracy  after  the  war.   New  York, 
Macmillan,  1918. 

£;d  Millard,  Thomas  Franklin  Fairfax.  Democracy  and  the  far 
^       eastern  question.   The  problem  of  the  Far  Fast  as 

demonstrated  by  the  great  war  and  its  relation  to  the 
United  States  of  America.   New  York,  Century,  1919. 


£jQ  Russell,  Bertrand.   Why  men  fight,  a  method  of  abolishing 
the  international  duel.   New  York,  Century,  1917. 

This  book  first  appear-r^d  unier  the  title  Prin- 
ciples of  social  reconstruction  with  which  it  deals 
In  an  interesting  manner. 

^Ij  Srehbiel,  Edward.   Nationalism,  war  and  society.   A  study 
of  nationalism  and  its  concomitant,  war,  in  their 
relation  to  civilization;  and  of  the  fundamentals 
and  the  progress  of  the  opposition  to  war.   Now  York, 
Hacmillan,  1916. 

The  book  is  organized  in  outline  form  with  num- 
erous references. 


89 


£^^,  Vebl^ii,  Thorstein.   Ar  inquiry  into  the  nature  of  peace  and 
the  terras  of  its  perpetuation.  New  York,  Macmillan, 

/{1917. 

The  book  is  a  scholarly  treatment  of  those  known 
factors  of  human  behavior  which  control  the  conduct 
of  nations  in  niaking  war  and  peace. 

^2.^  KQUleTi,   Horace  Meyer.   Structure  of  lasting  peace;  an  Inquiry 
into. the  motives  of  war  and  peace.   Boston,  Marshall 
Jones,  1918. 

c.?f,keyne8,  John  Maynard.   Ticononiic  conseauences  of  the  peace. 
New  York,  Harcourt,  Brace  &  Howe,  1920. 

Sis'  Howe,  Pl»ederic  Clemson.   Revolution  and  democracy.  New 
^       York,  B.  W.  Huebseh,  1921. 

V    The  author  considers  that  recent  economic  changes 
have  put  the  state  in  the  hands  of  monopoly  and  priv- 
ilege, as  exemplified  in  the  peace  treaty,  the  climax 
i        , jof  capitalistic  imperialism.   ?,fhat  is  needed  is  to 
'         convert  the  state  into  an  industrial  democracy  in  whieh 
genuine  cooperation  can  be  effective.  This  can  be  ac- 
'   complishod  by  passing  laws  to  free  land,  the  nijaans  of 
communication,  credit,  industry,  trade,  so  tS^l^can 
cooperate. 

C>4  Brallsford,  Henry  Noel.  The  league  of  nations.  Uew  York, 
;  Macmillan,  1917. 

Mr.  Brailsford's  review  of  world  politics  is 
'   masterly.   A  broad  knowledge  of  contemporary  events 
i   combined  with  a  deep  comprehension  of  political  prin- 
ciples is  the  basis  upon  which  he  shows  the  necessity 
of  deciding  political  issues  by  reference  to  Justice 
[       and  reason  rather  than  to  force  of  arms.   Problems 
which  need  international  control  and  the  means  for 
controlling  them  are  discussed  in  full. 

>jn  Minor,  Raleigh  Colston.  A  Republic  of  nations.  A  study 
of  the  organisation  of  a  federal  league  of  nations. 
New  York,  Oxford  TIniv.  press,  1918. 

"There  are  ctrtain  principles. .. .which  are  es- 
sential to  the  foundation  of  ary  league  of  nations 
leading  to  an  international  control  of  causes  of  war. 


i 


84 


Among  these  are  Inviolability  of  treaties  ani  the 
domir.ancp  of  international  good  faith;  the  abolition 
of  militarism;  the  right  settlement  of  great  var-- 
breodlng  political  Issues  now  pendlngj  such  as  self> 
determination  of  nationalities;  and  the  substitution 
of  a  spirit  of  justice  and  eouality  among  the  nations 
in  place  of  the  selfish  and  oppxHsssive  polieies  too 
prevalent  in  the  past." 

^^2  itftllen,  Horace  Woyer.   The  league  of  nations «  today  and  to- 
morrow.  Boston j»  Marshall  Jones«  131;7. 

Mr.  KOllen  relies  upon  the  formation  of  inter- 
national canmissions  for  comxerce^  finance^  armaments^ 
education^  hygiene^  undeveloped  oountriesj  and  labor 
as  the  means  whereby  a  league  of  nations  may  operate. 

£  2^^  Mckinson^  0.  Lowes^  editor.   Handbooks  on  international 
'      relations.   Hew  York,  Harcourt,  Brace,  1921. 

This  series  thus  far  Includes:   Causes  of  inter- 
national war  by  the  editor;  Patriotism  and  the  super- 
state by  J.  L.  Stocks;  Hatlonalism  by  0.    P.  Qoooh; 
'Economic  imporlallsm  by  L.  S-  Woolf ;  The  workers  Inter- 
national by  R.  K.  Postgate. 

C^Q  Hobs<%,  John  Atkinson.   lioz*als  of  economic  Internationalism. 
Boston,  Houghton  liifflln,  1920. 

f '^1  Hobson,  John  Atkinson.   Problems  of  a  new  world.   London, 
(3eorge  Allen  it   Unwin,  1921. 

The  conditions  created  by  the  war  are  analysed 
and  followed  by  a  description  of  a  moderate  socialist — 
communism  as  a  social  order  that  could  meet  the  problems 
of  a  now  world. 

C."3^  Bowman,  Isaiah.   The  new  world,   '^iroblema  in  political  geog- 
tv^phy,     Yonker8-on-Hud8<ni.  world  Book  Co.,  1321. 

Kill  the  new  dMSOoraoios  survive^  Where  are  the 
problem  areas'^  What  arc  the  sones  of  friction"  ?:here 
are  the  new  boundaries"  what  are  the  present  econcMiio 
difficulties?  What  are  the  most  impelling  causes  of 
war'  Can  the  terrible  burden  of  armament  be  lifted? 
These  are  some  of  the  questions  which  this  book  attsapts 


es 


•  thorough  consideration.   It  Is  an  excellent  guide 
to  the  basic  Influence  of  geography  upon  nodem 
relations. 


^3%  Stoddard «  Theodore  Lothrop.   The  new  world  of  Islaa.   Hew 
York,  C.  Sorlbner'a  sons,  1321. 

C3¥  &allen«  Horace  keyer.  Zionism  and  world  politics.  A  study 
In  history  and  social  psychology.  Kew  York«  Doubleday 
Page,  1921. 

C  ST  Huntington,  Ellsworth.  World  power  and  evolution.  Hew 
Haven,  Yale  Univ.  press,  1919. 

Professor  Huntington,  an  original  and  brilliant 
thinker,  undertakes  in  this  volume  to  show  the  con- 
nection between  climatic  changes  throughout  history 
and  human  control  of  social  and  eoonomlc  conditions 
in  different  parts  of  the  world. 


^5^SaULth,  Joseph  Kussell.   Commerce  and  industry.   Kew  York, 
Henry  Holt,  1916. 

An  exceptional  book  that  interprets  facts  la  a 
significant  and  ir.teresting  manrer.   In  the  ooaseroe 
and  industry  of  the  world  are  to  be  found  many  of  the 
problems  which  give  rise  to  economic  strife  *»nd  polit- 
ical struggle. 


637 


i 


smithy  Joseph  Russell.  The  world's  food  resources.  Rev 
York,  Henry  Holt,  1919. 

Dr.  Smith  writes  of  the  sources  of  our  various 
food  atuffs,  the  distribution  of  food  and  men  and  the 
far  reaching  effects  of  hunger  In  human  affairs.  This 
Is  an  excellent  study  by  a  man  who  handles  facts  in 
a  truly  ent'^rtaining  style. 


3 9  Hobson,  John  Atkinson.  Work  and  wealth;  a  human  valuation. 
Mew  York,  Kaomillan,  1914. 

"The  purpose  is  to  present  a  full  and  formal  ex- 
posure of  the  infaufluinity  and  vital  waste  of  modem 


£3^ 


26 


indu8tx*7  by  the  close  application  of  the  best  ap- 
proved formulae  of  Individual  and  social  welfare, 
and  to  Indicate  the  most  hopeful  measures  of  remedy 
for  a  society  sufficiently  Intelligent,  courageous 
and  self-governing  to  apply  them.** 

Veblen,  Ifhorsteln.   Instinct  of  workmanship  and  the  state 

of  the  Industrial  arts.   New  York,  B.  W.  Huebsch,  1908. 

workmanship  Is  "an  object  of  attention  and  sen- 
timent Ir  Its  own  right.   Efficient  use  of  the  means 
at  hand  and  adeauate  management  of  the  resources 
available  for  the  purposes  of  life  Is  Itself  an  end 
of  endeavor  and  accomplishment  of  this  kind  Is  a 
source  of  gratification". 

£,^  Veblen,  Thorsteln.   The  Theory  of  the  leisure  class;  an 
economic  study  of  Institutions.   Hew  York,  B.  W- 
Ruebsch,  1909. 

"It  Is  the  purpose  of  this  Inquiry  to  discuss 
the  place  and  value  of  the  leisure  class  as  an 
economic  factor  In  modem  life,  but  It  has  been 
found  l-npracti cable  to  confine  the  discussion  strict- 
ly within  the  11m'. ts  so  marked  out.   Some  attention 
Is  perforce  given  to  the  origin  and  line  of  deriva- 
tion of  the  institution,  as  well  as  to  features  of 
social  life  that  are  not  commonly  classed  as  economic." 

t,tfi  Veblen,  Thorsteln.  The  Vested  interests  and  the  state 
of  the  industrial  arts.  New  York,  B.  ft.  Huebsch, 
1919. 

A  book  that  attempts  to  explain  how  our  modem 
theories  of  soc-iety  have  not  kept  pace  with  the 
dwvelopment  of  machine  Industry. 

L  V^  Veblen,  Thorsteln.   ^=iigineers  and  the  price  system.   New 
York,  B.  *.  Huebsch,  1921. 

The  need  of  technicians  to  manage  and  control 
industry  is  well  brout^t  out  In  these  chapters  which 
were  first  published  In  the  r)lal. 

^ti^¥MTOt,   Helen,   rrreatlve  Impulse  in  Industry.  »ew  York, 
'       ^.  P.  T^-utton,  191B. 


i 


27 


"It  l8  the  present  duty  of  American  educators  to 
realize  these  two  points:   that  Industry  is  the  great 
field  for  adventure  and  growth;  that  as  It  is  used 
now  the  opportunities  for  growth  are  inhibited  in  the 
only  field  where  productive  experience  car.  be  a  com- 
■on  one.   Shortly  it  vlll  be  the  nisslon  of  educators 
to  show  that  by  opening  up  the  field  for  creative 
purpose 4  fervor  for  industrial  enterprise  and  good 
workmanship  aay  be  realised.  It  Is  for  the  educator 
to  realize  first  of  all  that  there  can  be  no  social 
progress  while  there  Is  antagonism  between  growth  In 
wealth  (which  Is  Industry)  and  growth  In  individuals 
(which  is  education);  that  the  fundamental  antagonisms 
which  are  apparent  In  the  current  arrangement  are  not 
between  Industry  and  education  but  between  education 
and  business. ** 

ji.«f  Tead«  Ordway.   Instincts  in  lndustx*yi  a  study  of  working 
class  psychology,   Boston,  Houghton  Mifflin,  1918. 

A  thoughtful  tx*eatment  that  siows  the  necessity 
of  understanding  the  Insti^^ctive  mainsprings  of  action 
If  •human  conduct  Is  to  become  Intelligible  and  amenable 
to  control. 

£i/X"5ory,  Herbert  Ellsworth.   The  Intellectuals  and  the  wage 
workers;  a  study  In  edueatlonal  psychoanalysis.  Bew 
York*  Sunwise  Turn,  1919. 

^a^  Tawney,  ^^ichard  Flenry.   The  Acquisitive  society.  Harcourt 
Brace,  &  Howe,  1920. 

"Because  its  fimctlon  is  service,  an  industry  as 
a  whole  has  ris^ts  and  duties  towards  the  commurlty* 
the  abrogation  of  which  Involves  privilege.   Bseause 
Its  method  is  association,  the  different  parties  witJi- 
In  it  have  rights  ani  duties  towards  each  other;  and 
the  neglect  or  perversion  of  these  Involves  oppres- 
sion.  The  conditions  of  a  right  organization  of  In- 
dustry are,  therefore,  pemanent  ard  unchanging 

The  first  Is  that  it  should  be  subordinated  to  the 
eOBBSunlty  In  such  a  war  as  to  render  the  best  service 
toehnleally  possible,  that  those  who  render  no  ser- 
vice should  not  be  paid  at  all,  because  It  is  of  tha 
essence  of  a  function  that  it  should  find  its  meaning 
In  the  sritisfactlon,  not  of  itself,  but  of  the  end 


i^l 


iH% 


28 


which  it  serves.  The  second  Is  that  Its  dlroctlon 
and  govemmont  should  bo  In  the  hands  of  persons  who 
are  responsible  to  those  who  are  directed  and  govern- 
ed bf>oause  It  Is  the  condition  of  economic  freedom 
that  men  should  not  be  ruled  by  an  authority  which 
they  cannot  control." 

Commons «  John  Rogers,  and  others.   Industrial  govermient. 
Hew  York«  Macmlllan^  1921. 

A  very  significant  book  which  describes  different 
attsapts  in  Industrial  government  now  being  tried  in 
this  country.   The  authors  visited  some  thirty  estab- 
lishments from  July  to  September  1^19  and  froa  Wis- 
consin to  Kaine  and  thay  describe  the  changes  that 
are  actually  taking  place  in  the  management  of  industry, 

Colo,  George  Douglas  Howard.   Self  government  in  industry. 
New  York«  Macmillan,  19 IB. 


m-' 


ole>  ^orge  ^^ouglas  Howard.  The  meaning  of  Industrial 
freedom.   London,  leorge  Allen  &  Unwin,  1918. 

^^'oCole,  Oeorge  Douglas  Howard,   fiuild  socialisa.  A  plan 
for  economic  democracy.   New  York,  Stokes,  1921. 


W 


<fr: 


British  Labor  Party.   Labor  and  the  new  social  order.   A 
draft  report  on  reconstruction  submitted  by  the  '^- 
ecutlve  Cowiittee  of  the  Prltish  Labor  Party  at  its 
17th  Annual  Conference,  Kottlrgha-n,  Jan.  23-25,  1918. 
Published  as  an  appenilx  to  Kellogg  ft  Oleason,  British 
labor  ani  the  war.   New  York,  Bonl  *  Liveright,  1919. 

A  very  significant  document  dealing  with  the 
Universal  enforcement  of  a  national  minimum,  the  Pem- 
ocratic  control  of  Industry,  the  Revolution  in  national 
finance  and  the  Surplus  wealth  for  the  common  good. 


•k  Tannenbau-,  Frank.  The  labor  movement;  its  conservative 
functions  and  social  consequences.  Mew  vork,  0.  P. 
Putnam's  sons,  1921. 

"It  Is  novel,  interesting,  and  brilliantly  writ- 
ten, and  ^sphasises  the  point  of  view  which  Is  in 
great  danger  of  being  misapprehended.   I  have  the 
highest  regard  for  the  ability  and  attainments  of  the 
author  and  I  cordially  recommend  the  book,"  Professor 
Edwin  R.  A.  Sellgman 


%  ,y  jf. 


29 


£r, 


"S  Jc^rker^  Carleton  Hubbell.  The  Casual  I-aborer  and  other 
essays,   fies  York«  llarcourt^  Brace  &  Ho«e«  1320. 

^  CH    Llpf«snn«  Walter.   Liberty  and  the  news.  Row  York« 
^  Haroourt«  Brace  &  Howe«  1920. 

"Just  as  the  BM>8t  poisonous  form  of  disorder  is 
the  mob  incited  from,  high  places  the  most  immoral 
act  the  immorality  of  a  c;avemment«  so  the  most 
destructive  form  of  untruth  is  sophistry  aiK)  props* 
gax^a  by  those  whose  profession  it  is  to  report  the 
news." 

C,^^  Sinclair^  Upton.  The  Brass  check:  a  study  of  /American 
Joumallsni.   t^asadena^  Cal.«  The  author^  1319. 

Pj^4  ^x^«  Robert  Exra.  The  immigrant  press  and  its  oontirol. 
^  hem   York,  Harpers,  1922. 


L^l  Towne,  ^zra  Thayer.   Social  proble'ns;  a  study  of  present- 
day  social  conditions.   New  York,  Macmillan,  1917. 

"This,  then,  has  been  the  aim:   to  brin.-^  before 
the  student  of  social  problems  these  facts  regard- 
ing present-day  conditions;  to  indicate  certain 
weaknesses  in  our  social  order;  to  show  what  has  al- 
ready been  done  and  is  being  done  toward  the  elimina- 
tion of  these  weaknesses;  and  to  impress  upon  these 
students,  through  the  pz^esentation  of  such  facts,  the 
possibilities  of  wise,  seme,  constructive  social 
actions.** 

C^t  Burch,  Henry  Reed  and  Patterson,  Samuel  Howard.  American 
social  problems;  an  introduction  to  study  of  society. 
Hew  '-ork,  Maomillan,  1920. 

"This  is  designed  to  mset  the  Beeds  of  an 
elementary  course  in  society — especially  in  American 
society.   A  conscious  sttempt  has  been  made  to  em- 
phasize the  social  aspect  of  American  life  rather 
than  the  political  or  economic.   The  method  of  treat- 
ment has  beer  evolutionary  and  historical,  because 
growth  and  development  is  the  very  essence  of  social 
institutions.** 


50 


C^   Buroh«  Henry  He«d.  Anerloan  eoononio  life  in  its  eivie 
'      and  social  aapeets.  tte*  York,  l£aoaillan«  1921. 


£^0  Harvard  ^^.Iveraitj*  A  <liiide  to  rMiding  in  social  ethlos 
ftt^  allisd  subjects «  lists  of  books  ai^d  artieles 
selsoted  and  dasoribad  for  use  of  general  rea.i«ra« 
by  teaohors  in  Harvar'1  TTniTorsity.  (^Mtoridgo«  Harvard 
Univ.,  1910. 

OlTes  lists  of  books  with  short  critical  note 
or.  social  philosophy «  aocial  institutions «  social 
aervicsji  ethics  of  nodem  industry*  social  aspects 
of  relij^ion  and  bibliographical  references  on  social 
ethios. 

il    Wilkinson,  Hazel.   Social  thoucrht  in  Awerlcan  fiction. 

(1910-1^17).   Loa  Angeles,  Southern  California  soc- 
iological Society,  Uriv.  of  So.  Gal.  press,  1917. 

A  brief  description  of  the  extent,  types,  and 
▼alue  of  aocial  thought  in  fiction  followe:)  by  a 
▼•z*y  good  annotated  bibliography,  comprising  the 
well  known  novela,  1910-1917. 

^  Baraoa,  Harrj  ^Imer.   The  Social  history  of  the  western 
world*  an  outline  syllabus,  liew  York,  ^.  Appleton, 
1921. 

An  excellent  organisation  of  soeial  history  by 
.  a  sociological  thinker.   -The  book  la  particularly 
helpful  in  the  referencea  which  eiobody  the  most 
roeent  soholarship  along  these  lines. 

9 1%  Bogardus,  Fraory  Stephen.   A  History  of  social  thous^t. 
^        LOS  Angeles,  Univ.  of  So.  Cal.  press,  192P. 


t 


a 


?f 


}i 


53 


^'^ 


^i- 


51 


PART  n.   OOVERHinSIIT. 

1*  nature  of  government. 

Wallas^  Oraham.   Human  nature  in  politics.   London^  A. 
constable  &  Co. t   1908.  3  ed.   New  York«  A.  A. 
itnopf,  1921. 

The  moat  distinguished  ooritrlbutor  to  the  nav 
science  of  the  study  of  govenxnont  Is  Mr.  Graham 
Wallas  of  the  London  School  of  Hconomlcs  and  Polit- 
ical Science,   In  this,  his  first  book,  he  sbovs  tha 
necessity  of  re-examining  political  theory  in  the 
light  of  the  newer  contributions  to  psychology. 

Wallas,  Oraham.  'ifie  great  society;  a  psyohologieal 

analysis.   Hew  York,  ..:acmillan,  1914. 

Mr.  wallas  seeks  here  to  analyze  the  general 
social  organization  of  the  modem  state. 

Wallas,  Oraha-n.  Our  social  heritage.   London ^  Oeorge  Allen 
tc   Unwin,  1921. 

"The  book  deals  with  the  ideas,  habits,  and 
institutions  ilrectly  concemel  in  the  political, 
econoralc  and  social  organization  of  those  modem 
conrnunities  which  constitute  that  which  I  called 
in  1914  *The  Oreat  Society^." 

Laski,  Haroll  Joseph,   studies  in  the  problem  of  sov- 
ereignty.  Hew  Haven,  Yale  Univ.  press,  1917. 

This  volume  is  the  first  of  a  series  to  be 
devoted  to  various  aspects  of  the  state.  Ur, 
Laski  is  recognized  as  one  of  the  moat  brilliant 
thinkers  of  the  younger  generation  in  the  field 
of  political  philosophy,  and  his  writings  will 
undoubtedly  be  worthy  of  very  close  study.   The 
treatment  in  this  volume  is  primarily  critical 
and  historical. 

Laski,  ilarold  Joseph.   Authority  in  the  modem  state. 
New  liaven,  ^ale  Univ.  pres;^ ,  1919. 


32 


Mr.  Laskl  maintains  the  thesis  that  the  evil  of 
the  unitary  state  is  unlimited  sovereignty,  which  under 
modern  social  and  economic  conditions  cannot  represent 
the  will  of  the  Tiajorlty;  consequently  he  advocates  a 
pluralistic  state  that  will  be  more  pi^otloable  and 
more  ethical.   Hlsreinarkablo  grasp  of  political  phil- 
osophy enables  him  to  present  a  critical  analysis  that 
should  have  great  influence  in  revaluing  current  con- 
ceptions of  the  state. 

J 6  Dlgftlt,  Leon.   Law  In  the  modem  stat«.  Translated  by 

Frlda  and  Harold  Laskl.   New  York,  B.  «.  Huebsoh,  1919. 

5^7  Robhouse^  Leonard  Trelawney.   Social  evolution  and  political 
theory,   fcew  York,  Columbia  'Jnlv.  press,  1^11. 

'^mes,  Harry  ^Imer.   Some  typical  contributions  of  englleh 
sociology  to  political  theory.   Part  IT   Leonarri  T. 
Hobhouse.   American  Journal  of  Sociology,  Vol.  27; 
442-495.   Jan.  1922. 

»/^  Cole,  George  'Nma^las  Howard.   Social  theory.  *ew  York, 
Stokes,  1920. 

"True  representation  Is  always  specific  and  func- 
tional, never  general  and  Inclusive.'*  In  the  opinion 
of  the  writer  modem  representative  government  rests 
upon  a  false  theory.   The  remedy  lies  in  making  function 
the  primary  principle  of  social  organization,  so  that 
there  would  be  established  an  ordered  ooaplex  of  pro- 
ducers' gx*oups,  consumers'  groups  and  regional  groups 
with  a  coordinating  authority. 


h 


fp  Mackenzie,  John  Stuart.   Outlines  of  social  philosophy. 
London,  Oeorge  Allen  Sc   Unwin,  1919, 

This  book  has  girown  out  of  a  short  course  of 
lectures  delivered  at  the  London  School  of  economics 
and  political  Science  in  the  session  of  1916-1917. 
The  three  divisions  are  the  Foundations  of  social 
order,  the  National  order  and  the  World  order.   It 
is  a  (rood  presentation. 

'/,  Cooley,  Charles  Horton.   Social  organization;  a  study  of 
the  larger  mind.   Ivew  York,  n.   Scrl brer's  sons,  1909. 


35 


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:f)X    Wllloufl^by^  William  Franklin.   An  Introduction  to  the  study 
of  the  government  of  modem  states.  Tiew  York,  Century, 
1919. 

A  good  study  of  the  fundamental  political  prin- 
ciples by  the  Director  of  the  Institute  for  3ovem- 
ment  Research. 

■^^/xBtard*  nharles  Austin.  The  Economic  basis  of  politics. 
'^  Hew  York,  A.  A.  Knopf,  1922. 

Announced  for  publication  soon. 

^/^  Dealey,  James  Ciiayle.  The  state  and  govemnont.   New  Yortc, 
T).  Appleton,  1921. 

The  volume  contains  in  generalised  form  a  study 
of  the  development  of  the  state.  Its  sovereignty, 
and  Its  differentiated  govenmental  organization. 
It  is  based  upon  a  previous  work  ftiB   Development  of 
the  state  which  has  been  rewritten  and  enlarged  by 
several  chapters. 


hs 


^  Haines,  Charles  Grove  and  Haines,  Bertha  Moser..   Principles 
and  problems  of  government.   Hew  York,  iiarpers,  1321. 

The  origin  and  development  of  government,  prob- 
of  public  control  of  govemaent,  principles  and 
problems  of  government  organization  and  J»dminl8tira- 
tlon  and  some  special  problems  in  the  operation  of 
government  srive  a  suggestion  of  the  nature  >f  this 
exposition  intende*^  for  college  classes  in  political 
science. 

j/^  Follett,  Mary  Parker.   The  new  state;  group  organization 
the  solution  of  popular  government.   New  York, 
Longmans  'Iroen,  1913. 

3'/-7  Hart,  Joseph  Kinmot.   Conmunlty  organization.   New  York, 
'      Macraillan,  1920. 

:J /g  Lipi^Munn,  ''alter.   A  Preface  to  politics.   Kew  York, 
Mitchell  Kennerley,  1113. 

"A  god  wilt  thou  create  for  thyself  out  of  seven 
devils"  is  the  quotation  on  the  title  page  of  this 
book.  That  is  to  say,  men's  desires  are  neither  good 


~nf.Ti    r 


to  nt 


kWHWTt  «n>Wrt^ 


ittOiJf i 


,ii.n~ 


4JiTO':   "sa^ 


, »,  .  V ' .  r  ^  ? 


?®rtlfi 


34 


nor  bad  In  themselveoj  but  the  exprosslon  of  them 
should  be  directed  into  useful  ohannels  in  society. 
Vr.  LippoHuan  is  a  shrewd  critic  and  a  clever  writer 
in  thi8«  as  in  his  other  works* 

;f  Russell*  Bertrand.   Political  ideals.  Kew  'Vork,  Century, 
1917. 

"Political  ideals  nust  be  based  upon  the  ideals 
of  the  individual  lifSj"  conseauontly  Mr.  :\u8sell 
tries  to  show  what  is  good  for  the  individual  life 
and  to  what  extent  govexrooent  promotes  that  good. 
He  draws  a  contrast  between  the  posseesive  impulses 
which  lead  to  the  accumulation  of  personal  property 
and  the  oroatlve  impulses  which  lead  to  the  develop* 
ment  of  art  and  science.  It  is  these  creative  im- 
pulses that  should  gradually  supersede  the  possessivs 
ones  in  the  mastery  of  material  environment. 

0  l#«k8,  Arland  T>eyett.  Psychology  of  eitisenship.  Chicago, 
A.  C.  McClurg,  1917. 

"This  book  Is  a  study  of  the  psycholotry  of  our 
relations  to  civic  affairs  and  deals  with  mental 
traits  affecting  the  quality  of  citizenship.  The 
voter  Is  a  psychological  study  in  himself,  for  in- 
deed about  all  there  is  of  any  of  uo,  beyond  anatomy^ 
is  psychology.  In  order  to  relate  effort  for  public 
welfare  more  fully  to  the  laws  of  the  mind,  it  is 
profitable  to  view  our  iiontal  nature  as  It  shows  up 
against  a  background  of  civic  and  economic  questions." 
The  book  is  hlcihly  recomaended  as  presenting  a 
stimulating  viewpoint  upon  an  important  problem. 


h 


ht 


Shaler,  Kathariel  Bouthgate.  The  Cltiaen;  a  study  of  the 
individual  and  government.  Kew  York,  A.  S.  Barnet  ft 
CO.,  1904. 

The  chapters  on  What  liberty  is,  the  Practice 
of  citizenship,  and  On  the  limits  of  freedom  arc  good. 

^;^1.  Dewey,  John  and  Tufts,  James  Bayden.  ^^hics.  Hew  York, 
Henry  Holt  &  Co.,  190B;  1910. 

The  third  part  of  this  well-known  work  is  con- 
cerned with  the  world  of  action.  Social  organiza- 
tion and  the  individual ^  Civil  society  and  the  pol- 
itical state,  ^hics  of  the  economic  life.  Some  prin- 
ciples in  the  economic  order  and  Tjrsettled  problems 
in  the  economic  order  are  titles  to  some  -it   the 


jpfi 


r?     ffl^. 


^tumii^ 


««« 


*  •f»*^^j!5 


»ii' 


.  V  -L  «i  -^ 


55 


2.  Mature  of  Deiaooraey- 

Q-(      Bryee«  James,  liodem  demooraciea.  hew   York«  Maooiillan* 
^  1921. 

In  those  volumes  Lord  Bryce  has  niade  a  note- 
worthy  study  of  the  principles  and  opormtlon  of 
modem  democracies.  The  considerations  applicable 
to  democratic  government  in  general  are  thoroughly 
analyzed  ani  are  then  apilied  to  the  working  of 
six  modem  democracies  including  the  American 
Union.  The  exposition  shows  a  sharp  contrast 
between  the  alma  of  popular  govemreent  and  their 
effective  realisation^  and  the  author  attempts 
aoiM  reasons  and  conclusions  for  this  contrast. 
The  wealth  of  scientific  observation  described 
in  a  remarkably  lucid  style  make  the  book  both 
enlifl^tening  and  en.^oyable. 

irX    H»ll*  Arnold  Bennett.   Popular  government.   An  inquiry  in- 
to the  nature  and  methods  of  representative  govern- 
ment.  New  Vork«  ^aomillan>  1321. 

An  excellent  scientific  study^  followed  by  a 
very  good  bibliography. 

Q-  ^  Cooley»  Charles  Horton.   Social  ox»ganization>  a  study 

of  the  larger  mlDd.  New  York«  C*  Soribner's  sons^ 
1909. 

A  very  valuable  study  wiiich  reveals  some  of 
the  fundamental  factora  in  democratic  organization. 

Q.U    lleoklin«  John  Moffatt.   Introduction  to  social  ethics; 
the  social  conscience  in  a  democracy,   i^'cw  York, 
iiarcourt  Brace  *  Howe,  1^20. 

Gr  ^   Hart,  Joseph  Kinmot.   Democracy  in  education;  a  social 
intarprotation  of  the  history  of  education.   l*ew 
York,  Century,  1918. 

"This  la  so  interpreted  that  the  actual  gain 
which  democracy  has  made  in  the  past  and  the  luting 
problems  which  still  face  democracy,  will  stsPv  out 
clearly  in  the  consciousness  of  the  democratic 
citizen,  the  one  aspect  of  the  subject  for  his  cheer, 
the  other  to  deeper,  his  sense  of  responsibility." 


^imiij 


»i 


'af   'f^'u-fx 


&itt-!tn9l 


'mmi 


.xof^m 


if  a^  Hv 


-  uli/: 


36 


To  Pollett,  Mary  Parker.  The  new  state;  group  organization 
the  solution  of  popular  government.   i»e»  ^ork, 
Longmans  Oreen,  1918. 

A   most  significant  study  of  the  function  and 
nature  of  government  as  related  to  the  needs  and 
capacities  of  groups;  in  other  vords^  It  Is  an 
application  of  social  psychology  to  group  assoela- 
tlon^  as  a  fundamental  factor  in  denocratic  life. 
The  neighborhood  group  In  the  opinion  of  the  author 
should  be  developed  along  constructive  lines  to 
enable  groups  to  function  properly.   Since  the 
book  suggests  the  tremendous  potentialities  of 
group  life,  as  yet  but  dlnuly  conceived >  it  is 
truly  inspiring J  as  well  as  valuable. 

^7  Hart,  Joseph  Klniaot.   Coramunity  organisation.  i*em   York, 
Macmlllan,  1 >ao. 

This  studies  the  deeper  aspect  of  ccnntunity 
life  and  its  development ^  the  relation  of  individual 
and  community  and  reflects  upon  democratic  ideal 
of  life  and  society. 

\;j^%L/omell»   Abbott  Lawrence.   Public  opinion  and  popular 
govemnent.   Kew  York,  Longmans  Green,  1913. 

An  excellent  book  by  a  standard  authority  on 
government.   The  Nature  of  public  opinion,  the 
Ftinctlon  of  pax^ies,  Methods  of  expressing  public 
opinion,  the  Regulation  of  matters  to  which  public 
opinion  cannot  directly  apply  are  the  four  parts  to 
the  book. 

Gr^  Llppmann,  Walter.   Public  opinion.   Hew  vork,  Haroourt 
Brace,  1122. 

/  nnounc  e^^  .  f o  r  pub  li^t  i  on  so  3q  . 

(jfloTsirskine,  Johfi.   :  eraooracy  and  Ideals;  a  definition.   Kew 
York,  Goo.  H-  Doran  CO.,  1920. 


^ 


,>   Lowell,  James  Russell.  Democracy.   In  Complete  works. 

Fireside  Edition,  Vol.  6.   Boston,  Houghton  Mifflin, 
1910. 


bfi 


■  I?.     «w^  f  4jh«>  r^  "   Objti     ^  t\ 


'  i^  J-.  fir- 


iJ'^i        •{%' 


o^  sJ^iaq  lucl  •dJ  ens 


-    a  JVC 


aisqqi. 


«©-{        ♦at'i**- 


S7 


\J^  il-   a«all,  Albion  Woodbury.   Some  structural  material  for  the 
Idea  ""nemocraoy".   American  Journal  of  Sociology, 
Vol.  25,  257-297;  405-444.   lov.  191«>  and  Jan.  1920. 

C-  i"^  Perry,  Ralph  Barton,  what  do  «e  mean  by  democracy?  Inter- 
national  Journal  of  Hthloa.  Vol.  2,  449-464.   July, 
1918. 

An  analysis  of  the  motives  of  compassion,  emula- 
tion, self -respect,  fraternity,  and  envy  as  related 
to  democracy. 

Q- 1^1  Alexander,  Hartley.   Liberty  and  democracy.   International 
Journal  of  ^hlcs.  Vol.  27;  151-149.   Jan.  1917. 

(j^llTHenke,  Frederick  Goodrich.  The  Hthlcal  bases  of  democracy. 
American  Journal  of  Sociology.  Vol.  25;  202-214. 
Sept.  191^. 

9:IU^^B>  James  Hayden.   Real  business  of  living.   New  York, 
Henry  Holt  &  Co.,  1918. 

The  first  jart  of  this  book  treats  of  the  Begin- 
nings of  cooperation,  order,  and  liberty  and  the  last 
part  of  Liberty,  union,  democracy  in  the  new  world, 
both  of  which  have  wide  significance  in  the  anelysia 
of  democratic  society.  The  book  was  written  for  use 
in  hish  schools. 

G^l7^«wey,  John,  democracy  ani  4^ucation;  an  Introduction  to 
the  philosophy  of  education.   New  York,  Macmillan, 
1916. 

'*The  following  pages  embody  an  endeavor  to  de- 
tect and  state  the  ideas  implied  in  a  democratic 
society  and  to  apply  these  ideas  to  the  problems  of 
the  enterprise  of  education.  The  discussion  includes 
an  indication  of  the  constructive  ai^s  and  methods 
of  public  education  as  seen  from  this  point  of  view, 
and  a  critical  estimate  of  the  theories  of  knowing 
and  moral  development  which  were  formulated  in  earlier 
social  conditions,  but  which  still  operate,  in  soci- 
eties nominally  democratic,  to  hamper  the  adeouate 
realization  of  the  democratic  ideal.   As  will  appear 
from  the  book  itself,  the  philosophy  stated  in  tals 
book  connects  the  growth  of  democracy  with  the  develop- 
ment of  the  experisental  method  in  the  sciences. 


.b  4  jiaMVfi       T  i  '.*«  f-  f  ■-- 


<i;    .*^9fr-«»»  «g 


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58 


evolutionary  ideas  In  the  biological  sciences,  and 
the  Industrial  reorganization,  and  Is  concerned  to 
point  out  the  changes  In  subject  jwtter  and  aethod 
Of  education  indicated  by  these  developments." 


#C(^<?]iif^l|^. 


sc 


59 


3.  Funetlon  and  Structure  of  American  democracy. 

Ml  Steams,  Hairold  ^. ,  editor.   Civilization  In  the  United 
States.  An  inquiry  by  thirty  Americana.  Haroourt, 
Brace >  1921. 

This  volume  Is  reviewed  at  length  in  the  Nation « 
Vol.  14;  222-227.   Feb.  22,  1922. 

Hi  Mecklln,  John  Moffatt.   Introduction  to  social  ethics;  the 
social  conscience  In  a  democracy.   Kew  York,  Harcourt, 
Bx*ace  &  Howe,  1920. 

Although  primarily  a  volume  devoted  to  social 
ethics,  the  Interpretations  are  worth  while  for  the 
light  they  throw  on  the  nature  of  democracy. 

^3  Bryee,  James.  The  American  conononwealth.  Hew  '^ork, 
lacmlllan,  1910. 

u^  Croly,  Herbert.  The  pronlse  of  American  life.   New  York, 
Itaomlllan,  1909. 

The  author,  who  Is  a  liberal  wrlt«»r,  surreys 
earlier  economic  and  political  conditions  In  American 
history  to  find  to  what  extent  the  promise  of 
Anerloan  life  has  been  fulfilled. 

jij^*  Weyl,  Walter  "P/iward.  The  T»eif  democracy;  an  essay  on  certain 
political  and  economic  tendencies  In  the  United  States. 
Kew  York,  JIacmlllan,  1912. 

An  excellent  book  by  a  penetrating  student  of 
social  affairs. 

\li      Weyl,  Walter  "Edward,   /raerlcan  world  policies.  l*ew  York, 
Maomillan,  1917. 

American  world  Policies  Is  a  modem  Interpreta- 
tion of  Americanism  that  defines  our  national  at- 
titude toward  International  problems. 

M^  "niKichsler,  Julius,  fsemocracy  and  assimilation;  a  blend- 
"  '       Ing  of  Immigrant  heritages  In  America.   New  '^'ork, 
Macmlllan,  1920. 


f* 


.i'X 


fn^wiosif^- 


■     ',lti  :.Cr   TWO   «»fr|-'*#!r» 


f  *' 


f»f  l!P?«S.^ 


40 


H*^  Daniels,  John.   America  via  the  neighborhood.  Hew  "^ork, 
•      Harpers,  1920. 

The  author  ostabllshes  the  fact  that  genuine 
Americanization  means  the  blending  of  cultural  features 
In  both  native  and  foreign  groups.   The  xeans  by  which 
this  can  be  accomplished  through  small  group  organiza- 
tions Is  described  adequately  in  the  book. 

|4f  i|*ark,  Robert  '^zra  and  Miller,  Herbert  A.   Old  world  traits 
transplanted.   New  York,  Harpers,  1921. 

An  excellent  treatment  of  the  social  heritage  of 
Americans. 


f^iO     Zrsklne,  John.  T>emocracy  and  Idieals;  a  definition.   New 
York,  Oeo.  H.  Doran,  1920. 

A  book  of  genuine  In  sp  lira  t  ion  and  en  light  ezuaeni* 
It  shoul-J  be  read  by  every  young  American  that  he  may 
appreciate  his  democratic  Inheritance  and  learn  to  do 
his  part  In  its  enlargement  and  perpetuation. 

/f  ij  ^hat  la  yraerlcanlsra'^  A  symposium.  American 

journal  of  P.oclology.   Vol.  20,  435-486,  613-628.  W  Wa.^'-<" 

1^11.   Tsllot,  Charles  William.   American  contributions  to  civiliza- 
tion and  other  essays.   New  vork.  Century,  1897# 

The  working  of  the  American  democracy  and  i^xjuallty 
In  a  republic  are  other  essays  In  this  series. 

f^n      Mable,  Hamilton  bright.   American  ideals,  character  and  life. 
Kew  vork,  Wacmlllan,  1913. 

A  series  of  lectures  on  Americans  and  Americanism 
delivered  by  the  author  In  Japanese  universities  In 
1313. 

>fy«f   Van  nyke,  Henry.  The  Spirit  of  America.   Kew  York,  Maomll- 
lan,  1912. 

This  is  a  report  made  to  French  students  In  Paris 
of  the  things  that  senmed  vital  in  the  life  and  char- 
acter of  the  American  people. 


01- 


ic 


.?■'?' •-■I'D  sr^f. 


i  J  i  i  Si'  • 


ilfl*^' 


.-> ».. 


41 


^ji^    Roosevelt,  Theoiore.   American  Ideals  and  other  essays 
social  and  political.   Kew  York,  0.  P.  Putnam's 
sons,  1907. 

fhft   essay  on  True  Americanism  is  also  inoludc»d 
in  the  collection. 

H>^       Hunsterberg,  Hugo.   American  traits  from  the  point  of 
view  of  a  Germun.   Boston,  Houghton  Mifflin,  1901. 

The  Anerican  democracy  is  treated  remarkably , 
well  in  the  last  chapter. 

fjl7   Frank,  Waldo.   Our  America.   Hew  York,  Bonl  ft  Liveright 
1919. 

A  brilliant  thous^  somewhat  startlirg  interpre- 
tation of  spirit  of  America  as  found  in  cartain 
writers  and  artists. 

^Ig      Monroe,  Paul  and  Miller,  Irving  ■«='lgar.  The  American 
*       spirit;  a  basis  for  world  democracy.   Yonkers-on- 
Hudson,  world  Book  Co.,  1918. 

This  is  a  compilation  of  speeches  and  writings 
of  prominent  Americans  in  the  effort  to  present 
examples  of  genuine  patriotism. 

Foaester,  Korman  and  Pierson,  *.  W.,  Jr.   American  ideals. 
Boston,  Houghton  Mifflin,  1917. 


*^/f 


Lincoln,  Roosevelt,  Whitman,  Bryce,  i?  11  son 
and  others  are  quotei  in  a  series  of  essays,  ad- 
dresses and  state  papers  that  express  American 
ideals.   A  final  chapter  is  devoted  to  foreign 
opinion  of  the  United  States. 

ij_  Liberty,  peace  and  Justice.   Houghton 

'■^;M>  klfflln,  1918. 

A  series  of  essays,  mostly  written  by  woodrow 
Wilson,  on  American  Ideals  in  the  World  War.  They 
are  well  arrangoi  to  present  an  ordered  conception 
of  principles  of  American  democracy  ac  they  have 
developed  from  The  rieclaration  of  Independence  and 
the  Address  at  Qettysburg  to  the  present  time. 


1* 


sK.to- ?-«■??»  ^-  -tcf-osTrff-  , -if^irsccoyl 


.t.-Hff  'ii-*»tT*«'A.t.?.    .■tp-'im^fsn  /feuor"?    tT 


■  no-;  '^  *i^l   »■■ 


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42 


/rZ/   Heumann,  Henry.  Teaching  American  Ideals  through  litera- 
ture. U.  S.  Bureau  of  T^duoatlon,  Bull.  1918,  no.  32. 

//j.t  T>odd,  WllllaiB  Edward.   Struggle  for  democracy  In  United 
States.   International  Journal  of  Fthlca.  Vol.  28; 
465-484.   July  1918. 

A  brief  concise  treatment  of  historical  develop- 
■ent  of  denK>cracy  In  United  States. 

^23     Smith,  James  Allen.  The  Spirit  of  American  government; 
a  study  of  the  Constitution:   Its  origin.  Influence 
and  relation  to  democracy.   Kow  York,  Macmillan,  1912. 

jf^  McLaughlin,  Andrew  Cunningham.   Steps  In  development  of 
American  democracy.   Hew  York,  Abingdon  press,  1920. 

The  book  considers  a  few  salient  factors  Ir  the 
■eking  of  the  /^^merican  democracy,  and  describes  some 
American  doctrines  and  beliefs. 

^r^r  Becker,  Carl.  The  United  States;  an  experiaent  in  dem- 
ocracy.  New  York,  Harpers,  1920. 

An  excellent  analysis  of  the  features  of  demo- 
cratic society  in  United  States  written  In  a  very  in- 
teresting style  by  an  eminent  historian. 

i^ti      Becker,  Carl.  The  declaration  of  Independence,   iiarcourt 
Brace,  1922. 

Announced  for  publication  soon. 

/fj"?   Merrlara  J  Charles  "^dward.  American  political  ideas;  studies 
in  the  development  of  American  political  thought, 
1865-1917.   New  York,  J/.acralllan,  1920. 

i^X%     Beard,  Charles  Austin.   American  government  and  politics. 
Hew  York,  kacmlllan,  3  ed.,  1920. 

Li-^q     Young,  James  Thomas.   New  American  government  and  its  work. 
^    '       New  York,  Macmlllan,  1915. 

An  excellent  complete  text  for  the  work  of  the 
American  government  as  well  as  for  its  form.  The 


Sl^ 


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43 


regulation  of  business^  social  legislation^  judicial 
decisions  and  the  powers  of  the  executive  are  treat- 
ed particularly  fully  to  Indicate  the  changes  taking 
place  In  the  work  of  government.   It  Is  exceedingly 
helpful  to  find  as  much  emphasis  upon  function  as 
upon  the  structure  of  political  organization. 


m»b 


■1  &ai. 


44 


III.   1?DUCATT0N. 
1«   Principles  of  Sducatlon — 


^1       ^eweyj  John,  democracy  and  education;  en  Introduction 
to  the  philosophy  of  education.   Hew  York«  Maomll- 
lan,  1916. 

"The  following  pages  embody  an  endeavor  to 
detect  and  state  the  Ideas  Implied  In  a  democratic 
society  and  to  apply  these  Ideas  to  the  problems  of 
the  enterprise  of  education.  The  discussion  In- 
cludes an  Indication  of  the  constructive  sItis  and 
methods  of  public  education  as  seen  from  this  point 
of  vlew>  and  a  critical  estimate  of  the  theories  of 
knowing  and  moral  development  which  were  formulated 
In  earlier  social  nonditloi:s,  but  which  still  op- 
erate«  in  societies  nominally  democratic,  to  hamper 
the  adequate  realization  of  the  democratic  Ideal.** 

3*X  Oaniett,  James  Clerk  ?<'axwell.  Education  and  world  citizen- 
ship.  Cambridge,  Univ.  press,  1921. 

A  scholarly  treatise  that  attempts  "In  light  of 
nodet*n  knowledge  of  physiological  psychology,  to  for- 
nulate,  however  tentatively,  a  few  simple  and  gen- 
eral principles  of  education".  The  author  states 
great  Indebtedness  to  William  James  and  Dr.  Wm. 
Me  Dougall. 

Book  I  Is  Introductonr  and  historical;  Book  II 
Is  concerned  with  aim  of  education;  Book  III  treats 
of  a  system  of  education  de sloped  to  achieve  the  aim 
set  forth  In  Book  TI. 

^^  Coursault,  Jesse  Harllaman.   Principles  of  education. 
Boston,  Silver  Burdett,  1920. 

The  method  adopted  here  for  presenting  the 
principles  of  education  la  to  analyze  Into  Its 
factors  the  process  of  human  development  which  ed- 
ucation Is  to  control,  and  to  find  how  these  factors 
xinlte  In  doing  their  work.  The  work  Is  divided 
Into  three  main  divisions,  the  Individual  process, 
the  social  process  and  the  ^ucatlonal  process. 


>^ 


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Xf  Bode,  Boyd  Henry.  Fundamentals  of  education.  Mm   York, 
Macmillanj  1921. 

"The  purpose  of  this  volume  is  to  Interpret 
present  day  educational  problems  from  the  stand- 
point of  pragmatic  philosophy.  The  discussion  is 
centered  chiefly  on  tvso  main  topics:   the  aims  or 
ideals  which  should  be  doaiinant  in  education  and 
the  nature  of  the  mind  or  Intelligence  with  which 
education  has  to  deal."  «attOfc > 

XS'   Moore,  Ernest  Carroll.   What  is  education?  Boston,  3inn 
k   CO.,  1915. 

The  book  is  a  series  of  essays  somewhat  cIoba- 
ly  related  in  an  effort  to  determine  what  is  know- 
ledge. 

J^  Judd,  Charles  Hubbard.   Introduction  to  scientific 
study  of  education.   Boston,  Oinn  k   Co.,  1913. 

An  analysis  of  definite  educational  problems 
is  presented  as  basis  for  further  study.   The  book 
is  intended  Cor  use  in  professional  schools  and 
colleges. 

J'^  Miller,  lining  Hlgar.  Education  for  the  needs  of  life. 
A  textbook  in  the  principles  of  education.   New 
York,  i^acmlllan,  1917. 

Jg  Inglis,  Alexander.   Principles  of  secondary  education. 
Boston,  Houghton  ?.!ifflin,  1918, 

This  volume  is  divided  into  three  parts, 
"Part  I  is  devoted  to  a  consideration  of  the  raw 
material  with  which  secondary  education  deals > 
i.e.  boys  and  girls  approximately  twelve  to  eighteen 
years  of  age.   Part  TI  is  devoted  to  a  consideration 
of  the  secondary  school  as  a  social  institution — 
its  character,  place,  and  function.   Part  TIT  is 
devoted  to  a  consideration  of  the  means  and  materials 
wherewith  the  aims  of  secondary  education  can  be 
achieved."  The  book  is  a  good  comprehensive  study 
^y  one   of  our  leading  educators. 


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46 


J3|   Monroe,  Paul,  editor,   i'rlnclples  of  secondary  education. 
Kew  York,  Macmillan,  1914. 

An  excellent  canpllatlon  of  essays  on  the  dif- 
ferent phases  of  secondary  education  hy   leading 
authorities.  They  a]*o  very  carefully  planned,  ar- 
ranged and  executed J  so  that  genuine  advantage  is 
gained  even  from  points  of  view  that  are  in  conflict. 

-r    ___«__ Cardinal  principles  of  secondary  education* 

'"'^        'fi   report  of  the  coimnlttee  on  ro-organizatlon  of 

secondary  education  appointed  by  the  National  Educa- 
tional /ssociation.  D.  S.  Bureau  of  ^Jucation,  Bull. 
1918,  no.  35.  -^i 

J/j    Bonser,  Frederick  Gordon.   Elementary  school  currlcuTura. 
11««  York,  Macmillan,  1921. 

The  Slwsentary  school  curriculum  is  a  very 
valuable  discussion  of  the  basic  principles  upon 
which  elementary  education  should  be  based,   i'rofes- 
sor  Bonser  analyzes  the  general  aims  of  life  In 
terms  of  purposeful  activities  and  shows  how  the 
curriculum  should  ©merge  tvom   these  life  activities. 
The  remaining  three-fourths  of  the  book  is  devoted 
to  explaining  how  these  alms  of  life  p\*%   promoted 
by  the  respective  kinds  of  subject  matter  used  in 
the  curriculum. 

5)X   Dewey,  John.  The  School  and  society.  Chicago,  Univ.  of 
Chicago  press,  1915. 

First  published  in  1899,  it  has  exerted  tre- 
mendous influence  upon  educational  principles  and 
practices. 


^  1"^   Chancellor,  William  '^stabrook.   Educational  sociology. 
Kew  York,  Century,  1919. 

The  subject  matt^^r  of  this  book  falls  into 
three  divisions,  Pooial  movements,  J.-ocial  institu- 
tions and  Social  measurement,  which  are  fully 
treated  to  determine  the  scope  and  value  of  ed- 
ucational sociology.  The  work  Is  especially  help- 
ful for  civic  education. 


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47 


^j»*   Smith,  Walter  Roblrson.   Introduction  to  educational 
poclology.   Boston,  Houi^^hton  Vlfflln,  1917. 

The  Pocloloftlcal  foundations  and  Educational 
Applications  are  the  two  parts  of  the  book  In  which 
the  author  auccpeds  In  relating  the  factors  of 
group  organization  In  society  to  the  function  and 
structure  of  education. 

vjlT  Clow,  Frederick  Hedraan.   Friwslples  of  sociology  with 
educational  applications.   New  York,  Maomillan, 
1920. 

The  Pactoirs  of  society.  Social  organization  and 
social  progress  are  the  main  divisions  of  the  book 
which  contains  numerous  excerpts  from  other  writers 
and  adeouate  references. 

^i'^  Sneddon,  David.  Educational  sociology:  a  digest  and 
syllabus.  New  York,  Teachers*  college,  Columbia 
Univ.,  1917. 

>llj   Klrpatrlck,  ^^wln  /'sbury.   Fundamentals  of  sociology; 

with  special  eaphasis  upon  com-Tiunity  and  education- 
al problems.   Boston,  Houghton  Kifflln,  1916. 

'^\%      Bart,  Joseph  Klnmot.   ^^emocracy  in  education,  a  social 
interpretation  of  history  of  education.   New  York, 
Century,  1918. 

Without  doubt  a  helpfUl  and  stimulating  inter- 
pretation of  the  social  forces  which  have  produced 
the  problem  of  education  in  the  modem  worl^.   The 
book  has  no  eoual  as  a  social  Interpretation  of  the 
history  of  eduontion. 

Jl^   Finney,  Hoss  Lee.   The  American  public  school;  a  genetic 
study  of  principles,  practices,  and  present  problems. 
Hew  York,  ttacralllan,  1921. 

An  excellent  historical  survey. 

5jo   Cubberley,  Fllwood  Patterson.   Public  education  in  the 

United  States,  a  study  and  interpretation  of  Ameri- 
can educational  history;  en  Introductory  textbook 
dealing  with  the  larger  problems  of  present  day 
education  in  the  light  of  their  historical  develop- 
ment.  Boston,  Houghton  Mifflin,  1919. 


f» 


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48 


H-l     Jttdd,  Charles  Hubbard.   The  Evolution  of  a  democratic 
school  system.   Boston,  Houghton  Mifflin,  1918. 

This  Is  a  brief  attempt  to  justify  and  encourage 
a  re -organization  of  our  school  system  in  the  in- 
terests of  democracy. 

^JV   Lange,  Alexis  Frederick.   Reorganization  of  the  school 

system.   Sierra  Educational  News.   ^ol.  14;  337-43. 
i  June  1918. 

This  article  has  attracted  considerable  atten- 
F  tion  In  the  emphasis  which  it  places  upon  equality 

of  educational  opportunitlei  in  a  democratic  school 
system. 

^7'^  RobbinSj  Charles  Leonldas.  The  School  as  a  social  in- 
stitution; an  introduction  to  the  study  of  social 
education.   Boston,  Allyn  ft  Bacon,  1918. 

"It  is  the  purpose  of  this  book  to  make  avail- 
able for  teachers,  social  workers  and  citizens  in- 
terested in  social  problems  such  a  survey  of  the 
school  as  will  present  in  a  brief  yet  moderately 
comprehensive  manner  the  social  significance  of 
its  e^lucatlonal  work,  its  relation  to  other  ir.sti- 
tutlons  and  forces,  its  function  as  a  determining 
and  controlling  force,  its  work  as  a  protective 
agency,  and  its  service  as  a  oomraunity  center." 

Jj^if    Betts,   George  Herbert.   Social  principles  of  education. 
Hew  York,  C.  Scrlbner's  sons,  1912. 

"To  formulate  the  social  concept  of  education; 
to  offer  some  help,  however  slight,  toward  bringing 
the  social  meaning  of  education  more  clearly  to  the 
consciousness;  to  make  a  tentative  statement  of  the 
social  principles  underlying  the  educational  aim 
and  process"  la  the  statement  of  purpose  in  the 
words  of  the  author.   Fa-t  I  is  a  discussion  of 
Educational  elements  and  aim.  Part  II,  The  Social 
process  and  education.  Part  III,  Socializing  the 
individual,   without  doubt  the  author  has  achieved 
a  worthy  purpose  in  a  remarkable  manner. 

sl>Sr    King,  Irving.   Social  aspects  of  education;  a  book  of 
sources  and  original  discussions  with  annotated 


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49 


bibliography.   Hew  ''orlc,  Macralllan,  1912. 

Although  writter  ten  years  ago^  this  book  is 
valuable  for  the  manner  in  which  it  analyzes  factors 
without  and  within  the  school  that  have  a  social  bMrr- 
ing  upon  education. 

'^^(t       Soott^  Colin  Itlexander.   Social  education.   Boston^  Ginn 
&  CO.,  1908. 

"The  state  and  the  school  can  avoid  the  evils 
that  threaten  them  only  by  a  raoi?e  comprehensive  and 
■     deeper  social  synthesis  organically  united  with  a 

freer  and  more  thorouj^going  individual  development. 
The  ai-n  of  this  book  will  not  be  realized  if  it  does 
not  add  something,  however  small,  to  the  solution 
of  this  problem. •*  The  book  is  one  of  the  earlier 
ones  to  stress  the  social  relationships  of  the 
school. 


JV7  Pyle,  William  Henry.  Psycholosry  of  learning;  an  advance 
text  in  educational  psychology.  Baltimore,  NarwioH 
&  york,  1921. 

^).^    Sffwards,  Austin  Southwiok.   Pundaiwintal  principles  of 

learning  and  study.   Baltimore,  Warwicii  it   York,  1920. 

"The  writer  thinks  that  the  habit  theory  has 
not  received  its  due  in  educational  practice  and 
perhaps  not  in  educational  thought.   It  is  a  prin- 
ciple which  runs  throu^  the  whole  work  of  educa- 
tion emd  the  adoption  of  it  as  the  fundamental  work- 
ing principle  of  the  teacher's  work  should  help  to 
bring  the  deflniteness  that  is  needed."  Such  is 
t!ie  main  theme  which  the  author  has  developed  in  a 
book  that  deserves  the  serious  attention  of  educa- 
tors.  It  presents  basic  principles  and  suggests 
their  definite  application  to  educational  method. 

S^^       Starch,  '^anlel.   JTducatlonal  psychology.   New  York, 
Maemlllan,  1919. 

A  volume  that  includes  much  experimental  and 
statistical  material  and  emphasizes  the  scientifie 
viewpoint  in  educational  psychology.  The  native 


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equipment  of  marij  the  psychology  of  leam'ng  In 
general  and  the  psychology  of  learning  In  school 
subjects  receive  attention  In  approximately  eoual 
proportions. 

5S>    Thorndike,  ^ward  Lee.   Educational  psychology.   Briefer 
course.   Columbia  "'•nlv.  press,  1918. 

The  Original  nature  of  man«  the  Psychology  of 
learnings  Individual  differences  and  their  causes, 
are  the  three  naln  divisions  of  this  extensive  work. 

^31    Hall,  Granville  Stanley.   Adolescence,  Its  psychology  and 
Its  relation  to  physiology,  anthropology,  sociology, 
sex,  crime,  religion  and  education.   Kew  York,  n. 
Apple ton,  1904. 

A   monumental  work  that  will  continue  for  a  long 
time  to  Influence  our  educational  thinking. 

'^Z'^'      Hoz*ne,  Herman  Harrell.   Psychological  principles  of  educa- 
tion. He»  York,  Macmlllan,  1906;  1920. 

The  third  part  on  l<:motional  education,  or  educat- 
ing the  mind  to  feel,  and  the  fourth  part  on  Moral 
education,  or  educating  the  mind  to  wl^l,  have 
particular  value  for  civic  education. 

J^^    Norsworthy,  Naomi  and  ^"hltley,  Mary  T.   Psychology  of 
childhood.  Kew  ^'ork,  Macralllan,  1918. 

^^H   La  Rue,  T>anlel  Walfor*d.   Psychology  for  teachers.   Kew 
York,  American  Book  Coi,  1920. 

This  Is  a  remarkably  successful  attempt  to  make 
a  genuine  application  of  psychology  to  the  actual 
problems  of  teaching.   The  author  uses  Illustrative 
material  of  a  very  concrete  type  to  develop  specific 
problems  connected  with  the  explanation  of  particular 
principles.   The  book  should  prove  very  valxiable 
for  an  Introductory  course  for  teachers. 

o  "is*   Pyl-a*  William  Henry.   Science  of  human  nature;  a  psychology 
for  beginners.   Boston,  Silver  Burdett,  1917. 

J  3(>   Terman,  Lewis  Madison.  The  Measurement  of  Intelligence. 
Boston,  Houghton  Mifflin,  1916. 


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51 


U3'T    Terman,  Lewis  Madison.  The  Intelligence  of  school 

chlldred.   How  children  differ  In  ability,  the  Use 
of  mental  tests  In  school  grading,  and  the  Proper   3 
education  of  exceptional  children.   Boston,  Houghton 
Mifflin,  1919. 

43%     Lo««  Barbara.  The  Bearing;  of  psychoanalysis  up<m  •duoa- 
tion.   New  York,  Harcourt  Brace,  1922.     i;*.:;  v 

Announced  for  publication  soon.   ..... 

33^     Lay,  Wilfrid.   The  Child *s  unconscious  mind;  the  relation 
V         of  psychoanalysis  to  education.   A  book  for  teachers 
and  parents.   Kew  York,  rvodd  Head,  1917. 


Ic 


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52 


2.  Modem  Practice  In  ^uoatlon. 

Snedden^  Dgvld.   Sociological  determination  of  objectives 
In  education.   Philadelphia,  J.  B.  Lippincott,  1921. 

"The  writer  has  undertaken  in  each  chapter  to  do 
at  least  throe  things,  no  one  of  which  can,  obviously, 
be  at  all  completely  done  in  the  present  youthful 
state  of  the  social  sciences.  The  first  is  to  search 
for  certain  sources  in  the  social  sciences  or  in  ex- 
perience from  which  to  derive  standards  of  examina- 
tion for  the  *  faith  objectives'  nol?  controlling  in 
the  departments  dealt  with;  the  second  is  to  criticize 
those  faiths  which  have  probably  come  to  have  the  in* 
Jurlous  characteristics  of  superstitions;  and  the 
third  is  to  propose,  tentatively,  certain  new  objec- 
tives for  examination." 

There  are  excellent  chapters  the  Objectives  of 
history  as  a  social  science  study,  the  Objectives  of 
social  education  and  the  Formation  of  moral  character. 

Posteri  Herbert  Hamilton.   Principles  of  teaching  in 

secondary  education,   hew  York,  C.  Sorlbner's  sons, 
1921. 

"The  book  Is  a  protest  against  fopfnalism  and 
■ec'nanism  on  the  one  hand  and  unsystematic  procedure 
on  the  other.  The  point  of  view  is  functional.  In 
that  in  each  step  ttxere  is  a  procedure  from  discovery 
of  aim  to  adaptation  of  process  to  aim.   The  author 
is  also  govomed  by  the  conviction  that  a  well -plan- 
ned lesson  is  more  than  a  mere  series  of  topics  for 
study,  but  as  u  whole  possetiaes  an  organic  unity, 
^hlle  at  least  the  greater  part  of  the  content  of 
the  book  is  applicable  to  all  stages  of  instruction, 
it  is  intended  especially  for  the  work  of  the  sec- 
ondary school,  including  the  junior  high  school." 

Lull,  Herbert  Oalen  and  Vlilson,  Harry  Bruce.   Redirection 
of  high  school  instruction.   Philadelphia.  J.  R. 
Lipplnoott,  1921. 

"The  central  problem  of  this  book  is  to  discover 
and  organize  the  functional  el«siaent8  of  high  school 
instruction.   The  view  that  the  school  is  an  instru- 
ment of  social  interpretation,  social  adjustment,  and 


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social  control  Is  malrtalned  throughout.  The 
problems  of  Instruction  are  approached  from  the 
viewpoint  of  social  processes  end  values,   ^he 
word  Instruction  Is  used  in  a  broader  sense  than 
is  usually  iTtplied  in  t^e  word  method. 

Within  the  broader  meaning  of  instruction  the 
authors  have  not  hesitated  to  discuss  questions 
Involving  the  administration  of  the  curriculum,  the 
administration  of  student  activities  axui  the  selec- 
tion and  Rveluation  of  subject  raattor,  wh'^never  they 
are  related  directly  to  the  student's  learning  pro- 
cesses in  the  realization  of  educational  values." 

Sneddon,  I>avid.   i'roblems  of  secondary  education.   Boston, 
Houghton  Mifflin,  1?J19. 


A  series  of  essays  directed  specifically  to 
superintendents,  principals,  and  teachers  in  sec- 
ondary schools.   To  a  teacher  of  hlB  tory  and  Jto  a 
teacher  of  social  science  the  social  point  of  view 
is  especially  valuable,  but  Professor  nnedden's 
sociological  viewpoint  makes  all  his  writings  of 
great  assistance  in  Interpreting  education  from 
the  starid point  of  specific  social  needs. 

K'^       Johnston,  Charles  Hughes  and  others.  The  Modem  high 
school.   Hew  York,  n.  ^orlbner's  sons,  1916. 

Ji        Cardinal  principles  of  secondary  educa- 

tion.   A  report  of  the  committee  on  reorganization 
of  secondary  education  appointed  by  the  "atlonal 
educational  Aswiclation.   U.  S.  Bureau  of  Tvducatlon, 
Bull.  1918,  no.  35. 

K7   BrlgcfS,  Thomas  Henry.   The  Junior  high  school.   Boston, 
Houghton  Mifflin,  1920. 

A  comprehensive  work  on  the  nature  and  functions 
of  the  Juiilor  High  School. 

J^      Koos,  Leonard  V.  The  Junior  high  school.  Hew  vork,  Har- 
court  Brace,  1921. 

A  study  of  the  organization  of  Junior  high  schools. 

I^g     ■  lenge,  Alexis  Frederick.  The  Junior  college  as  an  Integral 
'  part  of  the  public  school  system.   School  Review,  Vol. 

25;  463-479.   Sept.  1917. 


w 


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Bobbltt«  Franklin.   The  Curriculum. 
Mifflin,  191B. 


Boston  J  Houston 


Kjh- 


l{n 


Education  for  citizenship,  comprising  the 
Hature  of  the  good  cltizenj  the  Development  of 
enlightened  large  group  consciousness.  Moral  and 
relgloua  education  is  the  title  of  the  third 
section  of  this  book.   The  treatment  Is  fundamental 
and  exceedingly  suggestive  for  civic  education. 
The  other  sections  of  the  book  have  an  equally  Im- 
portant bearing  upon  the  other  phases  of  education. 

Bonser,  Frederick  ilordon.   'Elementary  school  curriculum. 
Ke»  York,  Macmlllan,  1921. 

lells,  Margaret  Elizabeth.   A  Project  curriculum,  dealing 
•1th  the  project  as  a  means  of  organizing  the  cur- 
riculum of  the  elementary  school.   Philadelphia,  J. 
B.  Llpplnoott,  1921. 

Morlam,  Junius  Lathrop.   Child  life  and  the  currlculrr". 
yonkers-on-Hudson,  New  York,  lorld  Book  Co.,  1920. 

A  criticism  of  the  traditional  curriculum  fol- 
lowed by  an  analysis  of  the  principles  in  the 
making  of  curricula  lead  to  a  iescrlption  of  the 
remarkably  interesting  work  that  Professor  Kerlara 
Is  doing  In  connection  with  the  nnivorsity  of  Missouri. 

Freeland,  Hfeorge  larl.  Modem  elementary  school  pz*actlce. 
New  York,  Macmillan,  1919. 

Dewey,  John  and  newey,  Evelyn.   Schools  of  tomorrow.   New 
York,  H.  p.  Duttoi.,  1915. 

Dewey,  Evelyn.   Kew  Schools  for  old;  the  regeneration  of 
the  Porter  school.   Kew  York,  E.  P.  Dutton,  1919. 

An  Inspiiratlonal  as  well  as  a  detailed  account 
of  what  a  school  can  mean  to  a  rural  community,  being 
a  description  of  Mrs.  Marie  Turner  Harvey's  work  as 
a  teacher  In  the  Porter  Rural  School  in  Missouri.  The 
chapters  on  the  social  life  of  the  school  and  its  or- 
ganization are  extremely  valuable  as  an  illustration 
of  civic  education. 

Cummins,  Robert  Alexander.  A  Completely  socialized  school. 
School  and  Society,  Vol.  10;  685-692.   Dec.  13,  1919. 
Also  in  i^merican  Journal  of  Sociology,  Vol.  26;  195-206. 
Sept.  1920. 


1^ 


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ii 


*•   Objectlvea  of  Civic  ~4uoatlon. 

^1     Hetherlngton «  Hector  James  Wright  and  Kulx^ead^  John  Henry. 
Social  purpose;  a  contrlbutl m  to  a  philosophy  of 
civic  society.   New  "^ork,  Macmlllan>  1918. 

A  book  that  presents  the  olvio  point  of  view 
•ad  ei^jhaslzes  the  need  of  civic  training  for  a 
clvlc-mlnded  society. 

L7      Robln8<m«  James  Harv^ey.  The  Mind  In  the  raaklng;  the  rela> 
tlon  of  Irtelllgence  to  social  raforra.   tiew  York«  Har- 
pers«  1921. 

Professor  Robinson  makes  some  Important  state- 
ments regarding  civic  educatl  )n  Ir.  this  remarkable 
analysis  of  the  present  status  of  the  social  sciences. 

/.3   Hart«  Joseph  illnniot.  Democracy  In  education.   A  Social 

Interpretation  of  the  history  of  education.   Ke«  York, 
Century,  1918. 

At  the  close  of  the  book  the  author  discusses 
the  democratic  raovemont  In  education  and  the  Fundaasn- 
tal  educational  problem  of  the  Fi*esent,  both  of  which 
Interpret  education  Iniaoclal  terms  that  lead  to  civic 
education. 

L^        Hart,  Joseph  Klnmot.   The  Progress  of  science  and  the  fate 
of  democracy.   School  and  Society,  Vol.  9;  249-259. 
March  1,  1919. 

/.5*   cope,  Henry  Frederick.   Education  for  democracy.   Hew  York, 
Macmillan,  1920. 


u 


T»unn,  Arthur  William.  The  Trend  of  civic  education.   In 
T).  S.  Rur*?au  of  Education  Report,  1914",  Vol  1,  chap. 
18;  401-416. 


U7         Dunn,  Arthur  William.   By  what  standard  shall  we  Judge 

the  value  of  civic  education.   History  Teach'^r's  Mag- 
azine, Vol  6;  99-103.   April  1915. 

/  g-    Bobbltt,  Franklin.  The  Curriculum.   Boston,  Houghton 
Mifflin,  1918. 


-ai    i« 


y  .^Oisff- 


n 


IMucatlon  for  citizenship  in  this  book  comprises 
the  Nature  of  c^ood  citizen,  the  development  of  enlight- 
ened large-group  consciousness  and  Moral  and  religious 
education.   Professor  Bobbitt  has  made  some  unusually 
good  contributions  in  developing  these  conceptions. 

I-  J      Ellwood>  Charles  Abram.   Education  for  citizenship  in  a 

democracy.   American  Journal  Sociology,  Vol.  26;  73-81. 
July  1920. 

/•/o   Lange,  Alexis  Frederick.   Preparedness.   School  and  Society, 
Vol.  5;  1-10.   Jan.  6,  1917. 

In  this  article  Frofessor  Lange  stresses  the 
definite  social  purposes  that  underly  all  preparedness. 

L/f  Lange,  Alexis  Frederick.   A  Junior  College  department  of 

civic  education.   School  and  Society.   Vol.  2; 443. 
Sept.  25,  1915. 

An  excellent  survey  of  the  scope  and  need  for 
extensive  training  in  civic  education  in  the  Junior 
College. 

^/^    Oruenberg,  Benjamin  C.   ^hat  are  the  opportunities  before 
the  high  schools  of  the  country  in  training  men  for 
public  service  and  for  efficient  citizenship.   School 
and  Society,  Vol.  3;  577-532.   May  19,  1917. 

/ /I    Koore,  Harfpy  Hascall.   Our  complex  civilization  and  the 

genius  of  its  youth.   School  Review.  Vol,  29;  617-627. 
Oct.  1921. 

A  plea  for  the  study  of  the  sociology  and  social 
problems  In  hic^  schools. 

Hill,  DaT^  Spence.   Education  for  American  democracy. 

School  and  Society.   Vol.  5;  691-696.   June  16,  1917. 

Russell,  James  Kdward.  Education  for  democracy.  Teachers* 
college  Hecord.   Vol.  19;  219-223.   »<ay,  1918. 

Russell,  James  Edward.   Education  for  citizenship.   Teachers* 
college  Record.  Vol.  17;  113-126.   March  1916. 

&ieddeii,  PuVid.  Some  new  problems  in  education  fbr  citlzen- 
Ifhlpw  International  Journal  of  ethics.  Vol.  30;  1-15. 
Oct.  1919. 


»e 


■««r*  -sfor'f  y.fdS   ni   trltfeffrM? 


18- 5V 


r^frslr: 


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.cf- 


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.V 


«»8aiiR 


57 


/-/5   Hart,  Albert  Bushnell.  The  Lesson  of  the  obligation  of 

citizenship.   Sducation,  Vol.  38;  740-754.   June  1918. 

/-/^ Cardinal  Principles  of  secondary  education. 

A  report  of  the  committee  on  reorganization  of  second- 
ary education  appointed  by  the  National  Educational 
Association,   n.  F.  Bureau  of  "^ucation.  Bull.  1918« 
no.  55. 

^^  Social  studies  in  secondary  education. 

Report  of  the  committee  on  social  studies  of  the  com- 
mission on  the  reorganization  of  secondary  education 
of  the  National  Hducational  Association.   U.  S.  Bureau 
of  Education,  Bull,  1916>  no.  28. 

1^%!        Rapeor,  Louis  Ti*»n.   A  Core  curriculum  for  high  schools. 
School  and  Society,  Vol.  5;  541-549.   May  12,  1917. 

l^%%        Lull,  Hei?bert  Oalen.   The  Fecial  core  of  the  hi^  school 

curriculum.   School  Review,  Vol.  26i  7-17.   Jan.  1918. 


L2^ 


S«nith,  Walter  Robinson.  The  Fundamentals  of  a  socialized 

educational  prosrram.   School  and  Society,  Vol .  8;  35-41. 
July  13,  1918. 


l^f^        Poster,  Herbert  Hamilton.   Principles  of  teaching  in 

secondary  education.   Hew  York,  C.  Scribner's  sons,  1921. 

In  the  chapter  on  Individual  and  social  elements 
In  secondary  instruction  the  autlior  describes  the 
social  intelligence,  social  disposition,  social  ef- 
ficiency, and  social  habit  as  aims  in  education  and 
analyzes  the  manner  in  which  instruction  in  school  Si 
related  to  them. 

1'1'S        Inglis,  Alexander.   Principles  of  secondary  education*  Bostan, 

Houghton  "ifflin,  1919. 

The  chapters  on  Social  principles  determining 
secondary  education  and  the  Place  of  social  sciences 
in  the  program  of  studies  are  excellent  in  the  sugges- 
tions they  offer  for  dotnrmining  the  goals  of  civic 
education. 

LXi    Snedden,  '^avid.   SociolOi?lcftl  determination  of  objectives 
in  education.   Philadelphia,  J.  B.  Llppincott,  1921. 


wa 


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58 


The  Objectives  of  history  as  a  social  science 
study,  the  Objectives  of  social  education,  and  the 
Formation  of  moral  character  are  three  chapters  bear- 
ing upor  civic  education. 

LsjTl         Snedden,  ^avid.   History  ard  other  social  sciences  in  the 
education  of  youths  twelve  to  eighteen  years  of  age. 
School  and  Society,  Vol.  5i  271-231;  307-313.   Mar.  'o+- 
17,  1917. 

/.'?-£    Snedden,  ravid.   Problems  of  secondary  education.   Boston, 
Houfi^ton  Mifflin,  1917. 

Some  unusually  stimulating  suggestions  are  made 
in  regard  to  a  reorganizatior.  of  history  and  social 
science  in  order  that  they  may  function  more  adeeuate- 
ly  for  purposes  of  civic  education. 

^*'i        Bonser,  Frederick  Gorlon.  The  Elementary  school  curriculum. 
l*ew  York,  Kacmlllan,  1920. 

The  splendid  discussion  of  history  in  this  volume 
shows  its  great  possibilities  as  a  social  study  and 
hence  Its  relation  to  the  aim  of  civic  education. 
There  is  also  included  a  chapter  on  Citizenship  and 
the  curriculvun. 

W^O        Reisner,  ^dward  Hartman.   Civic  efficiency  and  elementary 
studies.   Teachers'  College  Record,  Vol.  19;  259-268. 
L4ay  1918. 

L2\  Sjnedden,  '^avld.   ^^ucation  toward  formatior  of  moral  charac- 

*-  ter.   Tviucational  Review,  Vol.  57;  236-297.   April,  1919. 

Z..3V    Dewey,  John.   Moral  principles  in  education.   Boston,  HouffhtOB 
Mifflin,  1909. 

An  excellent  little  monograph  that  indicates  the 
Horal  training  given  by  the  school  comraurlty,  the  Moral 
training  from  methods  of  instruction  and  the  focial 
nature  of  the  course  of  study,  the  last  of  which  per- 
tains particularly  to  civic  education. 

^53   Neumann,  Henr:^.   Moral  values  in  secondary  education.   A 
report  of  the  commission  on  the  reorganization  of 

L  secondary  education,  appointed  by  the  Katlonal  Educa- 
tional Association.  !J.  ^.  Bureau  of  Education,  Bull. 
1917,  no.  51. 


•  n  :T  ->   ''  "  ! 


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